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Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
Arte387 Ch5
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Arte387 Ch5


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  • 1. FORMATIVE SUMMATIVE ASSESSMENT Assessment in Art Education Chapters 5 &6 Margaret Carsello
  • 2.
        • refers to HOW an assessment is used .
  • 4. Formative
        • For diagnostic purposes, monitors the flow of the instructional process.
        • Little or no emphasis on recording scores, notes or marks
        • Can be used to determine the status of student’s progress at particular time in the curriculum.
        • Opportunity of immediate educational feedback.
    Informal used through out a lesson or time period
  • 5. Formative
          • Contents
          • Processes
          • Skills
          • Attitudes
        • Can be used in all 4 visual arts disciplines to assess learning in cognitive, affective, and psychomotor domains.
  • 6. Teacher needs to follow 7 steps in order for Formative to be successful in its assessment
        • Identify a teaching objective
        • Write a single, assessable question pertaining to the objective
        • Select an effective informal feedback strategy
        • Decide how to fit the strategy into the lesson.
        • Apply the strategy
        • Analyze and interpret feedback
        • Respond to results
  • 7. Formative Assessment Strategies
        • Discipline-Specific Content & Knowledge
        • Discipline-Specific Processes
        • Core Thinking
        • Cognitive Processes
        • Well suited to assess a wide variety of topics.
        • Educators may assess 4 specific disciplines
  • 8. Discipline-Specific Content & Knowledge
        • Measure recall of information
        • What information students perceive as most valuable
        • Half-Minute Note Card
        • Students are given ½ minute to write the most important thing they learned during class.
        • Tells Educator:
        • What crucial question still needs to be answered?
        • Can relate to homework, lectures, field trips, class activities or group work
    Assessment Strategies 38
  • 9. Discipline-Specific Content & Knowledge
        • Muddiest Point
        • Write on note card “What was the muddiest point of the lesson, subject, or reading?
        • Students share their ideas with groups, where they try to help clarify these points.
        • Teacher addresses any muddy points not resolved in groups.
    Assessment Strategies 39
  • 10. Assessing Discipline-Specific Processes
        • Aesthetics
    • Art Criticism
          • Art History
    • Art Production
  • 11. Assessing Discipline-Specific Processes Aesthetics Assess students work process through a record
        • Ask students to keep a step-by-step record of their own processes as they create artwork.
        • Write an art related paper
        • Create other kinds of art-related materials.
  • 12. Assessing Discipline-Specific Processes
    • Characterizing
        • From a stack of small art reproductions, students select fie images and write a characterization for each one. Examine a particular criteria: appropriatness to the image, significance, quality, self expression etc.
    • Art Criticism
    • Seeking evidence and counter evidence
    • Taking a position or argument
    Assessment Strategies 45
  • 13. Assessing Discipline-Specific Processes
    • Observation Game
        • Reveals students awareness of subject matter
        • Show an artwork, give students a set time to study it carefully. Remove artwork and ask students to record what they remember from their observation. Designate specific elements for observation, such as: style, subject matter etc.
    • Art History
    • Observe, classify, compare and contrast in order to give meanings to artworks
    Assessment Strategies 46
  • 14. Assessing Discipline-Specific Processes
    • Generate Ideas Students demonstrate their ideation skills with a matrix design. Effective for visual learners.
        • Create a 3” X3” matrix showing nine possibilities for resolving a task or theme. Build words or images off of the nine possibilities to generate multiple ideas.
    Art Production My Ideal Solution Game Generating Ideas Game Art Conceptions and Misconceptions Game Assessment Strategies 49
  • 15. Strategies for Assessing Core Thinking and Cognitive Process
    • Paraphrasing- Critical Thinking Skill
    • Ask students to paraphrase and present to class, helpful for all to understand
    • Reserve pages in a journal for paraphrasing texts/readings
    • Connect prior knowledge Assess students ability to connect prior knowledge with new knowledge
    • Metacognitive Skills Assess an awareness of one as a learner and one’s own thinking process in achieving goals/objectives.
  • 16. Strategies for Assessing Students Attitudes and Dispositions
          • Assess students’ general attitudes and emotional state about a lesson or art task.
          • Accomplished with a journal entry or rating attitude scale
    • Attitude Scale
        • Create a list of polar adjectives that describe attitudes towards a given lesson.
        • The student rates the lesson or subject in question:
        • Poor---------------Good
        • Exciting-----------Boring
        • Effortless---------Challenging
    Assessment Strategies 56
  • 17. Strategies for Assessing Students Collaboration and Cooperation
        • Assess the number of times collaboration accrued and determines its qualitative dimension.
        • Collaboration Assessment:
        • Evaluates group progress and cooperation
        • Before beginning a new art assignment , students are asked to keep a record of their collaboration process:
        • How many times did you help
        • With whom did you collaborate most with.
        • Who contributes the most in the group
    Assessment Strategies 57
    • “ A Summation of what students have learned in a lesson, unit, or course can help evaluate how well instructional plans worked.”
  • 19. Summative Vs. Formative Assessment
    • Summative Assessment- assessment of the learning that summarizes learning over a certain period of time. The test may be used to identify any weaknesses and then build on that using formative assessment.
      • Formal
      • require more preparation
      • covers more content
      • take longer to complete
      • Evaluates a product.
    • Often considered very important.
    • Long term effects not as significant as formative assessment.
  • 20. Commercially-Constructed vs. Teacher-Constructed
    • Commercial
    • Produced by text book companies or other outside sources
    • Pencil/paper formats
    • Teacher
    • Gives teacher flexibility
    • Examples:
      • Portfolios
      • Journals
      • Integrated performances
      • More?
  • 21. Implementing Summative Assessment
    • Need to be very carefully planned, turn to page 116 to view the Art Assessment Guideline.
    • Other guidelines- test blueprint (pg 142), table of test specifications
    • Test blueprints-
      • More comprehensive
      • Accurate testing
      • Content Validity
      • Reveals emphasis
      • Easy visualization
  • 22. Scoring the Assessment
    • Very important
    • Test=Answer Key
    • Performance=Scoring Rubric
    • High Stakes Assessments- Those that have important consequences.
    • Percentile Rank Score- Method of scoring below a particular raw score.
  • 23. Rubrics
    • Analytic Scoring Rubric
    • Develop levels of Explanatory Descriptions.
    • Create a numerical scale
    • Designate Task Criteria
    • Annotate Each Cell
    • Score the performance
    • Holistic Scoring Rubric
    • Scores the product as a whole
    • Based on a detailed paragraph
    • 3 or 4 competency levels described by in depth quality information
    • May be easier and faster
  • 24. Exit Levels of Achievement
    • Exit Levels of Acheivement-
    • A chart can make standards of achievement very clear
    • Students need to be aware of expectations
    • Exit Levels of Achievement can be recorded as grades
  • 25. Score Referencing Systems
    • A score without a reference is meaningless
    • 1 Norm-referencing- Makes connections among students
    • 2 Criterion-referencing Compares students to a predetermined ideal.
  • 26. Grades and Marks
    • Grades /marks- a method for reporting student progress that relies
    • on a system of symbols.
    • 1 Explain what grades mean
    • 2 Determine the meaning of failure
    • 3 incorporate performance
    • 4 determine grade distribution
    • 5 clarify grade components
    • 6 Determine how grade components will be weighed
    • 7 Determine standards for grades
    • 8 Plan for Borderline cases
  • 27. Standards
    • Absolute Standards- task-referenced or criterion referencing grading; based on performance.
    • Growth Standards- Refers to self or growth-referenced grading.
    • Relative Standards- Refers to group- or norm-referenced grading.