Arte387 Ch5


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Arte387 Ch5

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