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When we set up a structure for independent studio work we have the luxury of becoming excellent observers of what our students know and do not know. 

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  1. 1. Assessment Apart from Grades Katherine Douglas When we set up a structure for independent studio work we have the luxury of becoming excellent observers of what our students know and do not know.
  2. 2. Types of observation • Visual, while students are working • Working one on one with a student • Note taking in plan book • General observations about classes: action items • Digital photography, teacher and student • Video, active or passive • Artist statements
  3. 3. Enhancing observation
  4. 4. Verbal evaluations Click to play video
  5. 5. Click to play video
  6. 6. Note taking
  7. 7. • Long before digital options, my camera was always in my pocket. It was easy to snap a quick photo of especially interesting work, ephemeral events, such as chalkboard drawings and block construction, and other art class happenings. These photos became an essential part of my art exhibits, and were helpful documentation of studio work for school committee presentations and discussions with my administration.
  8. 8. Photos
  9. 9. Photograph process
  10. 10. Diane Jaquith made photographs of her students’ acrylic paintings in progress, documenting their evolution over time through a number of layers. She displayed these photos along with the finished paintings. In the past few years a number of TAB teachers have experimented with stop motion photography to capture the evolution of art pieces, particularly group murals.
  11. 11. • Toward the end of my career I had the use of a digital camera. It took me too long to realize that cameras should be in student hands! The next slides are of photos taken by a group of boys who were building pirate ships as backdrops for their action figures’ battles. Given more time (this was just before I left due to illness) these students would have gone deeper into the photography aspect of their work.
  12. 12. • At the elementary level data collection can be difficult with short time periods and large class sizes. Teachers work to create systems supported by student inputs. • Diane Jaquith developed surveys in where students answered questions by attaching stickers. Different colors separated the answers by gender.
  13. 13. Surveys
  14. 14. • When Bonnie Gause student taught with me we brainstormed easy ways for her to track student center use. She has used this system for years, and it is a feature in many TAB classrooms today. • (Photo one courtesy Diane Jaquith) • (Photo two taken in Bonnie Gause’s classroom, grade 2 or 3)
  15. 15. Other record keeping
  16. 16. • Diane also developed mini-journals for her elementary students, built from Post it notes held together with binder clips. Her students were tasked with drawing or writing something to indicate what they had worked on that day. I used them one year with my grade 3’s. They enjoyed having the record of their work, but my classes were too short to use them to their full advantage.
  17. 17. Observing film In 1990 I borrowed a large video camera and began filming some of my art classes. The video was very rough and never used in presentations, but it was very informative for me. I viewed classes I saw as “difficult” groups, but viewed with the sound off, I realized that the children were very productive, but just a bit loud for my taste. Reviewing film let me look, and look again to see what I’d not seen before.
  18. 18. Click to play video
  19. 19. Click to play video
  20. 20. • My students spent three years in my school. The culmination of their art classes was the spring show which was hung during parent conferences and stayed on the hallway walls for about a month. In advance of the show I and my parent volunteers scribed artist statements for each piece that the students had chosen. • Both I and the parents were impressed each year by the depth of thought and insight that students had in to their own work. The work showcased was what students felt best represented their time in the art studio.
  21. 21. Learners show us what they need and we can schedule our response to suit the situation by assigning a peer coach, by assisting one on one, by gathering a small group, by referring the student to visual resources, by modifying available materials and finally, by scheduling future whole group demonstrations.