This document discusses formative and summative assessment strategies used by a teacher to evaluate students' work and inform lesson planning. It provides examples of how the teacher assessed students' drawings, identified misunderstandings, and adjusted lessons. It also shows how the teacher revised assessment rubrics to better measure learning outcomes. The feedback was used to help students improve and demonstrate their understanding of technical printmaking processes.

1. Combined Learning Artefact
Assessing

2. Formative Assessment- Evaluations of Students’ Work
‘Categorising the work in relation to learning outcomes (what was successful/ unsuccessful) was a viable method of assessing
if/ what was being learned by students. However, this meant that the lesson plans and scheme of work were dictating the
progress of students’ work.’ (Extract from Placement Tutorial Response, 08/02/2017)
Assessment For Learning
‘The lesson was not successful in terms of achieving some of the lesson objectives. The
majority of students did not show understanding of the elements of sculpture’
(Extract from Lesson Evaluation, 25/01/2017)
‘Teachers who employ assessment for
learning are concerned not just to
confirm and verify what their students
have learnt, but also to help their
students and themselves understand
what the next steps in learning should
be…’
(Addison, pg. 111, 2000)

3. Formative Assessment- Evaluations of Students’ Work
Assessment For Learning
‘ [Group One] Students’ drawings demonstrate
a good understanding of the different marks
required for printmaking…are ready to print’
(Extract from Post lesson Evaluation,
01/03/2017)
Co-Operating Teacher’s response to question;
‘How do you use formative assessment to inform
future lessons?’
‘I use ongoing assessment as a way of getting
feedback from the students. It’s important to
keep an account of their progress, especially with
larger classes. It highlights certain problems or
misunderstandings that they [students] have.
Then I try to correct this in the next lesson.’
‘Formative assessment is used throughout the course to form
judgements on whether, and to what extent, learning has been
successful; and to pinpoint difficulties so that remedial action can be
taken.’ (Petty, pg. 479, 2009)

4. Lesson Planning
‘My strategy until now has been to categorise the work in relation to the learning outcomes of the lesson. I would set out
categories in terms of ‘successful’, ‘somewhat successful’ and ‘unsuccessful’…This provides little/ no feedback on students’
progression and therefore, no direction for the next lesson’
(Extract from Reflective Journal, 01/02/2017)
Week 3 Lesson Plan Learning Outcomes Week 4 Lesson Plan Learning Outcomes
Proposed Timeline of Scheme Plan

5. Students’ Work – Transition from Drawing to Printmaking
‘Students’ work shows good use of the different
line drawing techniques. However, enlarged
drawings are too busy…To avoid a muddy print,
students must reconsider their mark making.
Perhaps re-working their drawings in pen would
allow them to make more accurate and refined
marks.’
(Extract from Post-Lesson Evaluation,
01/03/2017)

6. Subsequent Lesson Plan
‘Using evaluations of students’ work has offered much scope in
terms of planning lessons…now able to differentiate between the
range of abilities in the class, but also, to assess the quality/
standard of the work’
(Extract from Reflective Journal, 09/02/2017)

7. Feedback to Students
‘Evaluation can be used to indicate
whether pupils are ready for a particular
type of learning, whether they have
specific learning difficulties, or, more
simply, whether they have covered the
previous learning required for the new
topic to be taught effectively’
(C. Kyriacou, 2007, pg. 106)
‘You’re feedback in the review was a good
way of getting students to re-think their
work, and how it will function as a print’
(Extract from Co-Operating Teacher’s
Observational Form, 01/03/2017)

8. Summative Assessment
Assessment of Learning – Inadequate Assessment Rubric (Vague/ Unclear Criteria)
‘Assessments should measure what they purport to measure and should align with the programme and module’s
learning outcomes.’
(C. Kyriacou, pg. 117, 2007)

9. ‘I will have to review the assessment criteria for this section of the scheme to ensure that
the qualities that I am looking for in the students’ work is accounted for’
(Extract from Reflective Journal, 08/02/2017)
Assessment of Learning – Revised and Updated Assessment Rubrics (Relevant Criteria)

10. Students’ Work Student A
High Achievement Level
• Print demonstrates an exemplary ability to
transfer information recorded in
observational drawing
• Drawing shows an effective use of a variety
of line techniques to depict tonal variation
• A thorough knowledge and understanding
of the technical aspects of drawing and
printmaking
• Good understanding of the process of
making accurate, refined marks in order to
represent tone, form and composition.
• Perhaps more creative experimentation
needed in the inking/ wiping of plate
• Student contributed well in group
situations, with a high level of participation
throughout the lesson

11. Student B
Mid- Level Achievement
• Drawing demonstrates an ability to depict form.
However, there is little evidence of the use of a
variety of line drawing techniques to depict
tone. Greater emphasis needed on perspective,
composition and scale.
• Adequate ability to transfer visual information
recorded in observational line drawing
• More accuracy needed in the making of marks
to create a refined representation of form of
object
• Demonstrates good knowledge and
understanding of technical processes of
engraving and printmaking
• Student participates well in group/ peer
situations. Needs to be encouraged to
contribute more in class scenario

12. Student C
Low Achievement Level
• Print demonstrates limited knowledge of
engraving and printmaking processes. No
evidence of consideration of accurate/
refined marks
• Inability to record and convey the visual
qualities of the mechanical object – little/
no consideration of form, composition,
scale, perspective
• No evidence of an understanding of line
drawing techniques; hatching, cross-
hatching, stippling
• More creativity needed in the application
of materials (inking/ wiping plate) to
explore tone
• Good level of contribution in class, with
excellent participation in group scenario

13. Student D
Low Achievement Level
• Work shows an inability to convey
qualities of the mechanical objects, with
little consideration of line drawing
techniques
• No exploration of form, perspective,
scale, composition, or tone in drawing
• Little evidence of adequate knowledge
of printmaking processes
• Poor attitude – low contribution
throughout lesson, with little
participation in group situations