Main ideas presentation

  • 106 views
Uploaded on

 

More in: Education , Technology
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
106
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
0
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide
  • Assessment focuses on both products and processes. Quality classroom assessment examines both prod- ucts and processes, which means the object of assessment (the major focus around which an assess- ment is organized) can be either a product or a process or both. A product is the outcome of a process or procedure such as a painting, sculpture, critical review, or an art-historical timeline. A process is anyone of numerous studio- or classroom-based activities that leads to production of an artwork or a cognitive-based product. Creating, analyzing, inter- preting, evaluating, and presenting an argument are also examples of processes.

Transcript

  • 1. ART ASSESSMENT AED 303 SECTION 002
  • 2. MAIN IDEAS Jess Robinson Tyler Peirce Lizzy Hoenigke
  • 3. Main Idea 1Effective assessment meets the needs of students,the specific art program, the classroom environment,and the community.
  • 4. Main Idea 2Quality classroom assessment examines both productsand processes, which means the object ofassessment can be either a product or aprocess or both.
  • 5. Main Idea 3Preconceptions significantly impact the learningprocess. They determine what will be understoodduring the course of an art lesson or program.
  • 6. VOCABULARY, ISSUES AND CONNECTIONS"Not everything that matters can be measured,and not everything that is measured matters." -Eisner Alyssa Myer Kimberly Cho Madeline Large Lisa Marusco
  • 7. VocabularyAssessment: Method or process used for gatheringinformation about people, programs, or objects for thepurpose of evaluation.
  • 8. VocabularyFormative Assessment: Refers to judgment madeduring the implementation of a program that is directedtoward modifying, learning, or improving the programbefore it is completed.
  • 9. VocabularySummative Assessment: Evaluates a completedprogram, procedure, or product.
  • 10. VocabularyCriterion-Referencing: A type of score referencingsystem that compares a students score on aperformance to a whole repertoire of behaviors.
  • 11. IssuesSeeing as how this reading is specifically for arteducators, could one argue that the assessmentguidelines described do not pertain to the regularelementary education classrooms?If not, why not? If they do relate, how could theseassessment strategies be used in the regulareducation classrooms? In other words, are theassessment guidelines the same for art classroomsand regular classrooms?
  • 12. ConnectionsHow can we connect what we now know aboutassessment to our own teaching in an elementaryclassroom?
  • 13. ACTIVITY 1 Rachael Deiner Lauren Jeffrey Lizzie Crowley Maura Stewart
  • 14. DirectionsCreate a Valentine! You must use at least two of thewatercolor techniques we have learned in classpreviously. Some techniques are listed below: -Watercolor resist (using a white crayon/pastel) -Wet on wet -Glazing -Even wash -Dry brushWe will be walking around the classroom to see if youhave mastered these watercolor processes.
  • 15. ACTIVITY 2 Brigid Crane Tessa Croft Alyssa Tourso Justine Hoster
  • 16. DirectionsNow that you have all composed your drawings, turn toyour table and go around making critiques of oneanothers work giving feedback and thoughts of thepaintings.Make sure this is constructive criticism and not hurtfulinsults.*Then we will share with the class our thoughts and whateveryone came up with.Reflection: Do you think this is a good thing to use in theclassroom and how do we need to be sensitive about ourcritiques?
  • 17. DISCUSSION Caitlin Nelson April Ramsey Matthew Nuñez Emily Salamon
  • 18. Principles of Quality Art Assessment1. Assessment is student-oriented and teacher-directed. -At times, though, it should definitely be a collaboration of students and teachers ideas; the teacher should not appear as an authoritarian figure - Student needs, interests, learning styles andstrategies, and special considerations determineappropriate assessment strategies.2. Assessment supports, rather than interferes withinstruction and course objectives. - Classroom assessment neither interrupts nor drives teaching. It should be neither cumbersome nor overwhelming for the teacher to manage.
  • 19. Continued…3. Assessment is continuous and focused on providing ongoinginformation. - Effective classroom assessment scrutinizes students strengths and weaknesses. Specific problems and their underlying causes, and implies strategies for improvement, providing for the art educator feedback that reveals students long-term progress toward a set of determined exit- level standards.4. Assessment is equal for all. - Classroom assessments are crafted to ensure fairness for all students. Equity issues art educators need to address include assessment content versus students learning experiences,racial or sexist content of assessment tools, specialadaptations of assessments for non-English speaking andintellectually and physically-challenged students, assessmentatmosphere and conditions that might influence outcomes, andproper interpretation of assessment scores
  • 20. Discussion QuestionsWhat are some forms of assessment otherthan the standard test?With all the different aspects of equity toconsider, what do you think are tools or waysto ensure equal assessment?Why is assessment important?