An Assessment Toolkit for The Novice Art Teacher Emily Adams, DeAnn Hansich, & Julie Ryan Omaha Public Schools Omaha, NE
Learning Objectives UWBAT become more familiar and comfortable with a variety of assessment terminology and strategies. UWBAT participate in discussions and activities modeling a variety of assessment strategies. UWBAT begin building an arsenal of assessment strategies and resources to pull from your professional tool box to use at any time.
Red Card-Green Card Use the red or green index card to silently designate your understanding of the material today. RED = STOP and CLARIFY! YELLOW = SLOOOOOW DOWN! GREEN = I GET IT! KEEP GOING!
Small Group-Gallery Walk Questions for Consideration: Why should you assess? What should you assess? What forms of assessment do you use in your classroom right now? How and when do you communicate assessment to your students?
Reasons Teachers Avoid Assessment Misconceptions/incomplete knowledge Limited instructional time Large class sizes Limited repertoire of assessment strategies Limited training in assessment development
1-Minute Pair-Share (Partners) Turn to the person sitting next to you and briefly share which of the previous reasons represents your current concerns about assessment. Debrief: Three volunteers.
Why should you assess? Provides evidence about student learning and informs instruction Provides feedback about learning to teachers and students Closes the gap between learners current state and desired goals Empowers teachers Empowers students to assume responsibility for their own learning
Thumbs-Up Thumbs-Down Should assessment be informed by objectives & standards? Should assessment be performance-based? Should assessment be knowledge-based? Should assessment be behavior-based ? Should students have input on what is assessed?
Should assessment be informed by objectives & standards? YES! Assessment should NOT be hit or miss! Use objectives and standards to... set the foundation & level of expectation students must meet; chart a course toward student mastery. provide a point of reference for consistency, quality and accountability. allow for less subjectivity when grading. provide the desired effect you are looking for. help insure the study of visual art is disciplined and well focused.
3 Domains of Educational Activity Consider Blooms 3 domains when making decisions about what to assess: PSYCHOMOTOR: Manual or Physical Skills (Skills) COGNITIVE: Mental Skills (Knowledge) AFFECTIVE: Growth in Feeling or Emotional Areas (Attitude)
Performance-Based (Psychomotor Domain) Perception (coordination & awareness through the senses) Set (knows, understands & can perform sequences & processes) Guided Response (imitates through trial & error or practice) Mechanism (basic control) Complex Overt Response (accurate control) Adaptation (alters to fit the situation) Origination (creates something new)
Knowledge-Based (Cognitive Domain) Remembering (memorization) Understanding (state in own words) Applying (using in new situations) Analyzing (compares and contrasts parts) Evaluating (informed judgments) Creating (making new meaning from prior concepts)
Receiving phenomena (attentive) Responding to phenomena (active participation) Valuing (commitment to the process or object) Organization (prioritizes time effectively & accepts responsibility) Internalizing value (self-reliant, cooperative, independent worker) Behavior-Based (Affective Domain)
Should students provide input? Students are provided a voice in the discourse of the classroom. Students are engaged and invested in the language and activities of the curriculum. Students are allowed to become accountable for their learning.
Beach Ball Review 1.Pass the beach ball 5 times across the room. 2.The person who catches the 5 th pass will comment on the information covered based on the prompt closest to his/her right thumb.
Question 3 What are different forms of assessment that you can use in the art room?
What are forms of assessment? Three Categories of Assessment: 1.Formative (on-going, during instruction) 2.Summative (end result, after instruction) 3.Large-Scale Assessment (standardized)
Summative To measure student competency End of unit or courses To gauge their progress toward course or grade-level goals and benchmarks For grades, promotion Summative vs. Formative Purpose When Administered How students use the results How teachers use the results Formative To improve instruction and provide student feedback Ongoing throughout unit To self-monitor understanding To check for understanding
Large-Scale NCLB AYP Testing State mandated tests District Level tests (CRTs) CAT, ITBS Assessment Forms Formative Gallery Walk Pair-Share Thumbs Up/Down Idea Spinner Music Carousel Headline News! Summary Exit Tickets Picture note- making Text Frames Quick Writes Summative Quizzes Tests Final Critiques Final Product (Artwork) Small Group Projects Grade Report Rubrics
Question 4 How & when is assessment communicated?
Performance outcomes/expectations are clearly communicated at the very beginning Feedback is immediate Feedback is specific, precise and constructive The assessment-feedback cycle is continuous Feedback is written, verbal, or visual Students want to know their strengths and weaknesses so that they can learn and grow! How and when is assessment communicated?
Summary Are you more familiar and comfortable with a variety of assessment terminology and strategies? Did you participate in discussions and activities modeling a variety of assessment strategies? Are you beginning to build an arsenal of assessment strategies and resources to pull from your professional tool box to use at any time?
Ticket Out The Door Headline News! Summary Before you leave today, please complete and turn in a "ticket" as you go out the door and you will receive a CD with assessment information and links. Create a newspaper headline that summarizes your experience during this session. You may choose to begin your headline with any of the following or create your own: Extra! Extra!.... Teachers... Students.... Assessment...