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.

 

Why should you assess?

1-Minute Pair-Share

• Turn to the person sitting next to you and briefly share your experience and concerns about assessment in the arts.

• Debrief: Three volunteers.

 

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.

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?

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: emilyca83@gmail.comDeAnn Hamish:  deann.hansich@ops.org

Julie Ryan: julie.ryan@ops.org