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An Assessment Toolkit for The Novice Art Teacher
Emily Adams, DeAnn Hansich, & Julie RyanOmaha 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?
Question 1
Why should you assess?
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
Question 2
What should you assess?
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 Bloom’s 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)
Bloom's Revised Taxonomy
• 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 5th pass will comment on the information covered based on the prompt closest to his/her right thumb.
Question 3What 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 FormsFormative
• 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
Criteria Beginning Progressing Proficient Advanced
1. Based on an Element or Principle of Design used in the lesson. (Knowledge)
2. Based on the student's level of active participation in the assignment. (Behavior)
3. Based on the Craftsmanship of the product that the student submits. (Performance)
Rubric Example: Elementary Student Input
Rubric ExampleM.S./H.S Student Input
Criteria Beginning Proficient Advanced
Communication Style Engaging Format Relevant Information
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 DoorHeadline 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...
Contact Information:
Emily Adams: [email protected] Hamish: [email protected]
Julie Ryan: [email protected]
