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PS5: Develop a repertoire of assessment strategies consistent with instructional goals, teaching methods and individual student needs.
Evidence 1: Assessments used in art classes, grades 3 & 4, and grades 5 & 6.
Description: Two versions of a self assessment, one designed for grades 3-4, and one for grades 5-6. These could be adapted to suit grades above 6th. They each include a self assessment portion as well as a portion for the educator to complete.
Art Assessment - 3-4 Grade.pdfAnalysis: Self assessments allow for students to take responsibility for their own learning and growth, while reflecting on their own effort and progress in the art classroom.
Not only does this method of assessment include the learner in their own assessment, but it allows for the educator to adjust the rubric as needed to reflect the needs of the students.
Each assessment can be edited for different grades, or for different learning goals to best suit those students who are being assessed.
Art Assessment - Grades 5-6.pdfEvidence 2: Online communications with students for ongoing feedback on assignments.
Description: This is a screenshot of Google Classroom where Art 2 students from MHS uploaded their work. For each assignment of the drawing unit that my mentor teacher and I co-taught, we provided feedback to each student on their work. In a classroom setting, we would have observed students working on the drawing assignments and assessed how they were doing with the tasks presented. We would have engaged in dialogue while they worked, or looked over homework assignments and then discussed areas of strength and improvement. With Google Classroom, the feedback was online and written. Students could view our comments, respond to them, and follow up the conversation in the online class meeting.
Analysis: Formative assessments are critical to a young artists' journey as they learn a new skill. These Art 2 students were presented with a drawing unit that focused on using value. As they explored each assignment, we provided comments on their work in order to support them in their learning. Giving feedback to each of the students allows for them to learn through each assignment, rather than waiting until the end of the unit. This method was developed quickly as we moved from in-class learning to online learning. One benefit of this assessment strategy is that each student receives feedback and there is record of the feedback that students can refer to as additional assignments are given. In the instance of this drawing unit, one goal that we had was to introduce students to using value in their pencil drawings which we were still able to do, even though we were no longer in the classroom.
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