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CRITERIA FOR EVALUATION AND RECORDING OF PUPILS ACHIEVEMENTS MONITORED ACTIVITIES / ASSESSMENT Solution of fine art problem and capability of oral description.

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Presentation on theme: "CRITERIA FOR EVALUATION AND RECORDING OF PUPILS ACHIEVEMENTS MONITORED ACTIVITIES / ASSESSMENT Solution of fine art problem and capability of oral description."— Presentation transcript:

1 CRITERIA FOR EVALUATION AND RECORDING OF PUPILS ACHIEVEMENTS MONITORED ACTIVITIES / ASSESSMENT Solution of fine art problem and capability of oral description of fine art concepts Performance of fine art technique Performance of fine art motive Response

2 MONITORED ACTIVITY / ASSESSMENT Solution of fine art problem and capability of oral description of fine art concepts - Solves innovatively the given fine art problem (well noticed in fine art part); - Independently analyses and explains given fine art concepts of pupils products and works of art; - Independently connects new knowledge with newly acquired fine art concepts and applies them in artistic expression; - solves well the given fine art problem; - with minimum teachers help analyses and explains given fine art concepts of pupils products and works of art; - with minimum teachers help connects new knowledge with newly acquired fine art concepts and applies them in artistic expression; - satisfactorily solves the given fine art problem; - with moderate teachers help analyses and explains given fine art concepts of pupils products and works of art; - with moderate teachers help connects new knowledge with newly acquired fine art concepts and applies them in artistic expression; - partly solves the given fine art problem; - With large teachers help analyses and explains the given fine art concepts of pupils products and works of art; - with large teachers help connects new knowledge with newly acquired fine art concepts and applies them in artistic expression; - does not solve the given fine art problem; - does not analyse and explain the given fine art concepts of pupils products and works of art; - cannot connect new knowledge with newly acquired fine art concepts and applies them in artistic expression;

3 MONITORED ACTIVITY / ASSESSMENT Performance of fine art technique - performs procedures of fine art techniques without teachers help; - discovers new possibilities for performing fine art techniques; - consistently and many sidedly performs the fine art technique; - performs procedures of fine art techniques with slight teachers help; - with slight teachers instruction performs procedures of fine art techniques ; - performs fine art technique; - performs procedures of fine art techniques only with teachers help; - with teachers instruction discovers new possibilities for performing fine art techniques; - with teachers help performs fine art technique; - with large teachers help performs procedures of fine art techniques; - has difficulty in discovering new possibilities for performing fine art techniques; - inconsistently performs fine art technique; - cannot perform procedures of fine art techniques; - cannot discover new possibilities for performing fine art techniques; - does not perform fine art technique;

4 MONITORED ACTIVITY / ASSESSMENT Performance of fine art motive - demonstrates unusual ideas (originality, imagination); - flexibly (dynamically) solves fine art motive; - demonstrates originality (personal traits, personal thinking, rich imagination); - coordinates fine art motive with fine art problem, fine art materials and tools; - demonstrates less ideas (originality, imagination); - less flexibly (dynamically) solves fine art motive; - demonstrates less originality (personal traits, personal thinking, rich imagination); - does not coordinate fine art motive with fine art problem, fine art materials and tools; - demonstrates few ideas (originality, imagination); - solves fine art motive non- dynamically; - does not demonstrate originality (personal traits, personal thinking, rich imagination); - to a lesser extent coordinates fine art motive with fine art problem, fine art materials and tools; - does not demonstrate few ideas (originality, imagination); - distinctly non- dynamically solves fine art motive; - non- imaginatively solves the fine art motive, - does not coordinate fine art motive with fine art problem, fine art materials and tools; - implements fine art motive in repetitive ways; -he templates fine art motive; - does not understand coordination of fine art motive with fine art problem, fine art materials and tools;

5 MONITORED ACTIVITY / ASSESSMENT Response Demonstrates: - readiness for accepting fine art concepts and artistic expression (enthusiasm, pleasure; - ability for good motivation; - craving for knowledge; - perseverance and consistency; - independence in oral description of fine art concepts and fine art activities; -accepts teachers incentives, teachers individual and team interventions; Demonstrates: - readiness for accepting fine art concepts and artistic expression (enthusiasm, pleasure; - ability for good motivation; - craving for knowledge; - perseverance and consistency; - independence in oral description of fine art concepts and fine art activities; -accepts teachers incentives, teachers individual and team interventions; Demonstrates: -little readiness for accepting fine art concepts and artistic experssion; - weak ability for good motivation; -weak craving for knowledge; - weak perseverance and consistency; - little independence in oral discription of fine art concepts and fine art activities; - weakly accepts teachers incentives, teachers individual and team interventions; Demonstrates: - very little readiness for accepting fine art concepts and artistic expression; -very weak ability for motivation; -very weak craving for knowledge; - very weak perseverance and consistency; - very weak independence in oral description of fine art concepts and fine art activities; - very weakly accepts teachers incentives, teachers individual and team interventions; Does not demonstrate: - very little readiness for accepting fine art concepts and artistic expression ; - ability for motivation; - craving for knowledge; - perseverance and consistency; - independence in oral description of fine art concepts and fine art activities; - readiness for teachers incentives, teachers individual and team interventions;

6 Special training for teachers committed to talent support In 2004, the Institute organised a national network of senior teachers of the topic; In 2009, the Federation of Talent Development at Secondary Schools was established. Special training is offered to school psychologists by the Centre of Psycho-Diagnostics Instruments in Ljubljana. In 2009, a research centre was set up at the University of Ljubljana specialising in talent support.

7 Minimum two teachers of each institution have taken the courses so far. 30 so-termed multiplicators of the Institute of Education, the travelling ambassadors of the profession, are continuously present as advisors and deliver training courses at local schools.

8 In Slovenia, training for talent support has been integrated into normal teacher training; it has been part of the psychology and pedagogy courses. Beginning from 2011, it will be an optional subject in masters and PhD training. It is a large step forward that a two-year talent support masters course starts at the University of Ljubljana from 2011.


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