Assessment of/for learning

Emphasis on Process- Show your thinking!

STudent Painting Portfolio example

Fall 2021 painting examples are not asking the students to be master painter but doers who are reflective in the theory and applicaiton of art.

Few's painting portfolioA story told with Adobe Spark

Painting PortfolioA story told with Adobe Spark

The learning loop- Show your Thinking

The learning loop is a non-linear path a student is on that asks them to show their thinking and not just provide a correct answer. Both formative and summative assessments keep referring back to the feedback I provide to the reflections they share. The students "close the learning loop" with their final portfolio reflection.

formative

Formative assessments give me a chance to get a pulse on the students and where they are in the scope and sequence of the learning. A lot of times this formative data is used to modify or make informed changes to the instruction in my classroom. Using the "understanding by design" curriculum framework will drive what is taught, to get the students ready for the final projects.

In art, we are constantly performing rough drafts. Whether it is in early sketches, compositional sketches, color swatches, and/or media explorations, the short of it is the students are always practicing. These formative practices are crucial steps to get the students to relate with the art material and art concept.

As the teacher, I am constantly sketching or "modifying" instruction to meet the needs of the current circumstances. A lot of times my formative data collection is done informally and collected through observations but not limited too.

Feedback Loop: The student will complete a reflection on the process. My timely feedback is provided in Google Classroom to help the students gauge if they were able to meet the standards of the art theory and/or application. It is also a good opportunity for me to explain how the learning will carry over to their summative project. Mistakes will be made and we are hoping to reflect on them.

summative

Putting it all together. Using the understanding by design curriculum framework, the Summative project criteria are designed by me or by our visual arts team if the course is shared. However, the summative criteria are influenced by the formative data that is collected qualitatively and quantitatively during the unit. Students take their explorations from the formative projects and decide how they want to use them to complete their summative project that will best showcase their learning.

Feedback Loop: This is where the student reflects on their final project during a class critique and their peers and teacher comment on the work. The student will showcase their learning with photos and written reflection that can been seen in the "Closing The Learning Loop" description.

Closing the learning loop

Visual Journal Projects OnlySee the story

After our introduction to the art theory and application, formative and summative assessments, the students now close the learning loop with documentation and reflections that showcase their understanding of the stadards.

Feedback Loop: Completed through a rubric and self-reflection. When a student shares, "this is what I learned" then they have met the requirements of the NACC standards.

Example of the learning loop:

3D modeling & animation- Unit 1

Student work - Formative Assessment

Guided Practice: During our formative assessments the students get introduced to the complex interface, tools, and aesthetic. All project will look similar.

2. Feedback loop

After the guided practice, informal data is collected to make informed decisions on how to move the students into their summative projects. Comments at this stage can be generic since most of the lesson is direct instruction.

3. summative project-research

The summative asked them to create a new cuisine with container, using the same tools they previously learned to about in the formative. Prior to opening the software, the students had to have research completed with two perspective sketches completed and a conference with me.

4. feedback loop

5. Summative Project

The students choose a cuisine and create the food and plate it much like a chef would. This is all crated from scratch using knowledge they were able to gain from the formative practice.