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

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;

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;

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;

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;

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.

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.

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.