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Assessment Workshop-PreCLIA 2011

ASSESSMENT Workshop by Susan Cooper, Visual Art CLIA Coach

 3 Basic Reasons for Assessing Learning in Art:

1.  Diagnose -Determine Existing levels

2.  Inform student, teacher, district, and parent of the nature and degree of learning

3. Provide consistent basis for feedback about learning-Recognize-Describe-Compare Learning

 

What Can be Assessed?

1.  Behavior

Intellectual skills

Inquiry as Cognitive Behavior

Manipulative, motor skills

Social Responsibility

Affective Behaviors

 

2.  Content 

1. Production/Performance  

2.  History/Culture 

3.  Valuing/Evaluating    4.  Understanding and Applying Standards-----Objectives-----Assessment 

Standards:

What students should know and be able to do Objectives:

What students should be able to know, do, value, or feel at the completion of an instructional segment

Specific behaviors based upon standards

Written in observable and measurable terms-the VERB is the key

An assessment strategy for each objective in the lesson

  

Assessment:

Collecting evidence that students have or have not achieved the standards 

For EVERY Standard, there MUST be an OBJECTIVE!

 

For EVERY Objective, there MUST be an ASSESSMENT!

 

Determine your objectives

Align with the standard

Set criteria

Design appropriate assessment strategy

   Behavioral Objectives Include:

1.The subject –who is the learner?

2. An action verb-denoting the behavior requested

3. A product-the observable outcome of the activity

4.The conditions or stipulations for the specific activity

5.The evaluative standard-the criteria for an acceptable level of performance in terms or quality, quantity, or time.

 

 Assessment is:

1.  Student oriented/Teacher directed

2.  Continuous and focused on providing ongoing information

3.  Appropriately balanced between formal & informal

4.  Focused on both products & processes

5.  Provides opportunities for revision and changes in products & processes

6.  Responsive to different types of knowledge

7.  Concerned with students’ preconceptions & misconceptions

    

Assessment

vs.

Grading

1. Grading:  the evaluation of a performance by assigning a grade or score.

2. Assessment: the process of documenting in measurable terms knowledge, skills, attitudes, and beliefs. Formative Assessment(Embedded Assessment)•An informal assessment strategy used during a course of study for diagnostic purposes, with little or no emphasis on recording scores, marks, or notes•These strategies enhance and aid curriculum development and inform instruction.  Summative Assessment(Culminating, Authentic, Alternative Assessment) Ongoing Assessment •Assessment that is used at the end of a course or segment of learning, •For the purpose of summarizing what students know and are able to do.  •Measures student achievement of stated objectives and standards Ongoing Assessment Allows Arts Teachers to:•Appreciate the complexity of the arts experience•Discern pervasive, but subtle, indicators of positive attitudes•Hear student-initiated testimony or comments•Observe results in arts products/performances that reveal comprehension Evidence can be collected by: •Performance Based•Portfolios•journals, diaries, logs•integrated performances•group discussions•exhibitions•audio and video tapes•Computer•Recitals/performancesEssayInterviewQuestionnairesself-evaluationsSelected Responses (paper and pencil tests):            1. Fill in the blank            2. Multiple choice            3. Matching            4. Multiple-mark            5. True-False Checklists-Behaviors and Performance, Worksheet completion, participation, production•Teacher Record Sheets•Student Project Checklist•Interviews/Questionnaires•Likert Scales•Structured Think Sheets•Teacher Log/Anecdotal RecordsDocumentation-Video, Photo/Audio computer, journals Rubric-A scoring guide or formal plan for scoring a product or processAnalytic Rubric-scores individual parts or attributes of the product or process separately Holistic Rubric-examines the product or process as a whole, rather than scoring individual parts separately.  Tends to provide a qualitative description of achievement levels. Guidelines for Rubric Development•Determine learning outcomes•Keep it short and simple-use brief statements or phrases•Each rubric item should focus on a different skill•Focus on how students develop and express their learning•The entire rubric should fit on one sheet of paper•Reevaluate the rubric--did it work? Was it sufficiently detailed? Main Steps in designing a Basic Rubric:Identify specifications of your intended outcome•Identify your desired student performance level•Identify the mistakes you want students to avoid and those characteristics you will not accept•Identify what you will accept and yet will not necessarily consider as exemplary work. TermsNeeds Improvement… Satisfactory…Good…ExemplaryBeginning…Developing…Accomplished…ExemplaryNeeds work…Good…ExcellentNovice…Apprentice…Proficient…DistinguishedMinimal…Satisfactory…Excellent…Extraordinary 

Use even number of categories so you will not always score to the middle

Levels must progress from least developed to the most developed. Target skills are consistent at each level.

Use a minimum of 4 levels-1 above standard with more levels below

Top level should be skills/knowledge above the expected performance standard

There should be more levels below the expected performance level than above to assist instruction

The distance between each performance level should be equally difficult or easy to attain or rate.

 Why Rubrics Work

Improve student performance by making teacher expectations clear and by showing students how to meet these expectations

Help define “QUALITY”-students,parents,community

Help students become more thoughtful judges of their own and others’ work

Increases student sense of responsibility for own work and cuts down on the number of “AM I DONE YET?”

Reduce the amount of time teachers spend on evaluating student work

Establishes qualitative standards across programs

        
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