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MoStep Eight


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MoStep Eight

  1. 1. Understanding What They KnowThe art teacher’s inside look to assessment Graduate Teaching Assistant, Sarah Cress Art Ed 4273
  2. 2. MoStep Madness Agenda…• Xtranormal Video – Go Savannah!!• Sketchbook Prompt• Sketchbook Discussion• MoStep Eight, Can I Have a Volunteer?!• Assessment…What in the World!??• Formal vs. Informal: A Peer Chit-Chat• Sketchbooks: The COOL Informal Assessment Tool• Cress Show and Tell• Artifact Brainstorm• Leave it at the Door!
  3. 3. Sketchbook Prompt… Watch the following video in which Wormeli describes formative and summative assessment. Right hand side of the room: make a list of descriptors for formative assessment. Left hand side of the room: make a list of descriptors for summative assessment.
  4. 4. MoStep Eight…1.2.8 The preservice teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.Performance Indicators: The preservice teacher1.2.8.1 employs a variety of formal and informal assessment techniques (e.g., observation, portfolios of student work, teacher made tests, performance tasks, projects, student self-assessments, authentic assessments, and standardized tests) to enhance and monitor his/her knowledge of learning, to evaluate student progress and performances, and to modify instructional approaches and learning strategies; uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their learning behaviors, strength, needs and progress, and to encourage them to set personal goals for learning; evaluates the effect of class activities on both individual and the class as a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work; maintains useful records of student work and performances and can communicate student progress knowledgeably and responsibly, based on appropriate indicators, to student, parents and other colleagues.
  5. 5. MoStep Eight Rubric… The preservice teacher understands and uses exemplary formal and informal, traditional and performance-based assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner, including but not limited to understanding of state knowledge/performance standards and their assessment. This teacher maintains and uses data from his or her assessment activities to inform instruction and to provide constructive and specific feedback to students, parents, and colleagues. The candidate consciously encourages and supports students. Self assessment as a means to enhancing their own learning and achievement. Student work samples verify candidate’s assessment knowledge and skills.
  6. 6. Assessment: What is it?!Classroom assessment is one of the most important classroomtools that a teacher has at their disposal. If the teacher utilizesclassroom assessments properly, it can aid the teacher, and thestudents, in having a greater understanding on what is being, andwhat is expected to be, learned. The primary goal of assessmentsis to gather information about the students.
  7. 7. In What Ways Have You Been Assessed? Individually, think of one specific course you have taken. It can be from any level of your educational growth. Create a list of ALL the various ways in which your instructor evaluated your growth as a student.
  8. 8. Formal/Summative Assessment Formal assessment is the conventional method of testing that we are all very familiar with from our school days. Tests such as the SAT, ACT, GMAT and GRE are classified as formal assessments. These are used to assess overall achievement.
  9. 9. The Formal/Summative Rubric In groups of two or three choose an arbitrary topic (making a peanut butter and jelly sandwich). Using the rubric template, create a set of expectations for such a process.
  10. 10. Informal/Formative Assessment Informal assessment helps teachers gather immediate data from students. Informal assessment is centered on each individual student and how they are acquiring the content.
  11. 11. Assessment: What Do We Already Practice? Within groups of two to three, think back to your internship experience. In what ways did you employ formal and informal assessment strategies?
  12. 12. Trickier Than We May Think? When it comes to assessment, those strategies that fall into the formal category are many times easier to employ. They are specific and formalized. The shady brother to formal assessment, informal assessment, can be a bit harder to administer. Within the art domain, the artist sketchbook can serve as a valuable teacher tool in understanding the growth of your students.
  13. 13. What are Artist Sketchbooks? An artist sketchbook is a central location for students to record thoughts, experiment with new concepts and ideas, brainstorm, test their knowledge, prove their knowledge and enjoy their creative nature.
  14. 14. What are the Benefits of Keeping a Sketchbook? • Provide an ongoing record of a student’s growth throughout a given timeframe. • Are a constant reminder for students of how far they have come along within a particular class. • Can be collected by the teacher for review of student knowledge and reflection. • Create a sense of pride amongst students.
  15. 15. What got me started? When I first started teaching, I began to incorporate sketchbook prompts into my daily lessons. Not only did I want a “bell ringer” to help my students focus at the beginning of each period, but I also wanted a quick tool to gauge my students’ current understanding of key concepts.
  16. 16. What Stipulates a “Sketchbook?” A sketchbook can be a binder with blank pages, a spiral notebook, a hardbound sketchbook purchased at an art store, or even a recycled book. The most important part is that the student considers it a personal item and can take pride in their possession.
  17. 17. The Sketchbook as a Formative Assessment tool • Daily prompts • Vocabulary exercises • Comprehension checks • Brainstorming exercises • Formal analysis writing • Material exploration • Artist sketchbook pages • Note taking • Summarization of procedural steps • Sketchbook challenge
  18. 18. Daily Prompts… • Prompts are posted daily on the chalkboard, on the overhead, or on individual tables for student reflection. • Vary in topic and timeframe. • Can relate to current lessons, discussion of historical or contemporary artworks, or can be extemporaneous topics that prepare students for creative thought.
  19. 19. Vocabulary Exercises… • The sketchbook is a good location for students to record new vocabulary terms. • Each week, provide a set of vocabulary terms in which students must define, and provide a visual example. This visual example can be a computer generated image, a magazine image, or a sketch.
  20. 20. Comprehension Checks… • Can be used on a regular basis to test students’ understanding of key concepts. • Incorporate basic exercises for students to practice newly acquired skills. • House mini quizzes that help students understand what they need to work on to improve.
  21. 21. Brainstorming Exercises… • Students can use the sketchbook as a means of brainstorming current and future projects. • Students can draw ideas or write out their thoughts. • By compiling all of their ideas in one place, students can easily access thoughts.
  22. 22. Formal Analysis Writing… • Can be used as traditional journals. • Use for free thought writing, in addition to prompt writing. • Formal analysis writing involves the in-depth critique of a particular piece of artwork. It helps students explore different means of expressing their immediate thoughts regarding a work.
  23. 23. Formal Analysis Writing…Give me the details…• Write down the specifics of the work. This includes the title, the artist, media, size, year and any other information that may be provided.What is it…• Summarize the overall appearance of the photograph. What is the subject matter? Where was the image taken?Look closer…• Describe the details of the image. Describe how your eye moves around the composition and why it moves in that particular direction. Also describe what steps you believe were taken to create such an image.Think harder…• Discuss the symbolic references within the image. How do elements such as composition, gesture, color, lighting and environment influence the meaning of the piece?Now reflect…• Write your overall impressions of the photograph. What draws your eye to that particular image? Why do you find it interesting? What questions pop up in your mind when viewing it?
  24. 24. Material Exploration… • Use sketchbooks as a means of exploring various media. • The sketchbook is a safe place for artistic play and happy accidents. • Not everything in the sketchbook has to be perfect. The sketchbook is a safe haven for experimentation.
  25. 25. Artist Sketchbook Pages… • Thematic pages encourage brainstorming, creative thought, problem-solving and individual critique. Sample themes: • Man’s impact on the world • That’s out of place • Geometry, geometry, geometry • That’s delicious • If I had a million dollars… • What I love more about myself… • What I dislike most about myself… • If I were president of the United States…
  26. 26. Note Taking… • Students can use sketchbooks as a creative note-taking tool. • Incorporate visual imagery to help comprehension and memorization of important terms and ideas.
  27. 27. Summarization of Procedures… • Having students rephrase procedures and steps help reinforce their relevance and importance. • This requires students to put steps into a language that they can readily understand and relate to.
  28. 28. Sketchbook Challenge… • Every month, students have a regular sketchbook activity that must be completed prior to the next month’s assignment. • “Artists of the Month” give students a reason to investigate masters of photography.
  29. 29. Where Can it Go? • Students begin to see their own progress within a given class. • Students begin to take their work more seriously. • Students receive recognition for a job well done. • Students begin participating in friendly competition with one another.
  30. 30. Is There a Digital Alternative? • Using an online blog space can encourage students to continue their “sketchbook” experience outside of the classroom. • It also “tricks” them into enjoying the process of learning about artwork.
  31. 31. What are Your Ideas?
  32. 32. The Question of Grading When it comes to issues of grading, providing nominal feedback for summative/formal assessments is simplistic and straight forward. How do we philosophically grade students on informal/formative assessment measures?
  33. 33. Artifact Brainstorm… Now, let’s brainstorm some ways we can demonstrate our newfound knowledge.