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Arte387 Ch6

Arte387 Ch6






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    Arte387 Ch6 Arte387 Ch6 Presentation Transcript

    • Summative Darcy Brainard Assessment Lisa Bromiel Implementing Summative Assessments
      • A summative assessment evaluates a completed program, procedure, or product.
      • *Think final exam, midterm, or overall grade.
      • *Often considered more important than formative assessment.
      • *Grade reported to teachers, students, and administrators.
      What is Summative Assessment?
    • Scoring the Summative Assessment
      • Using a pencil & paper test?
      • Score with an answer key .
      • BUT, for a performance
      • assessment (more likely in art),
      • score with a rubric .
      *A scoring rubric is a formal scoring plan that defines levels of achievement in the horizontal position and criteria in the vertical position. Word of the Slide! Grades : Method for reporting student progress based on symbols a.k.a. marks .
      • A test blueprint is a carefully crafted chart that a teacher uses as a guide for summative tests. It is a table of test specifications.
      Test Blueprints
      • Test blueprints usually have the subject matter or content down the side, and behavior across the top.
          • In art, content might be: Artist, elements and principles, context, source, materials, iconography, art theory.
          • Some behaviors might be: Recall, analysis, comparison, inference, and evaluation.
      Word of the Slide! Exit Levels of Achievement : The minimum requirements needed to award a final overall Level of achievement.
    • Score Referencing Systems
      • A score is just a number, meaningless without comparison to something else.
          • Norm-referencing compares a student’s score to the norm of the group. (Based off the bell curve.)
              • Problem: Provides little info relative to diagnosis and prescription. Only comparison to classmates
      Word of the Slide! High Stakes Assessments : Those that have important consequences, are tied to graduation requirements, or figure significantly in a student’s learning profile.
          • Criterion-referencing references content and skills. Students are not compared to their classmates.
          • Sometimes called Absolute Scoring because all students
          • scores are compared based on the same standards.
      Score Referencing Systems However, there is no right or wrong reference scheme. What matters is that the reference scheme is determined as assessments are developed and that it corresponds to the way the teacher wants to use scores.
    • Grades & Marks
          • A score is derived from a summative assessment, recorded, and
          • combined with marks from other measure to obtain a grade .
          • Most schools use grades as a means of reporting progress.
          • Ways of reporting progress:
          • Checklist
          • Parent-Teacher Conferences
          • Letters to Parents
          • Pass/Fail Type Grading
          • Report Card
      Word of the Slide! Measurement : Procedure for assigning numbers to a specific attribute in such a way that the number describes the degree to which the attribute is present.
    • Grades & Marks
          • Art educators must comply with the grading policy of his/her
          • school. He or she needs to establish a policy that meets the
          • needs of the classroom and the state .
          • Art teachers might use the
          • Sliding Grading System :
          • -Novice
          • -Apprentice
          • -Veteran
      Word of the Slide! Percentile Rank Score : Method of scoring that refers to the percentage of students scoring below a particular raw score.
    • Grades & Marks
          • Explain what a grade means.
          • Determine the meaning of failure.
          • Incorporate performance variables.
          • Determine the grade distribution.
          • Clarify grade components.
          • Determine how grade components will be weighted.
          • Determine standards for grades.
          • Plan for borderline cases.
      • Beattie, Donna Kay (1997). Assessment in Art Education . Minneapolis, Davis Publications,. Print.