PED 2140 D February 11 th 2011 Assessment

learning offor as Assessment can be:

The primary purpose of assessment and evaluation is to improve student learning.

Let’s try an assessment

Criteria must be clearly defined and explicitly communicated to students before any assessment is conducted.

Assessment is the process of gathering information from a variety of sources that accurately reflects how well a student is achieving the curriculum expectations in a subject. Evaluation refers to the process of judging the quality of student work in the basis of established criteria, and assigning a value to represent that quality.

Teachers should provide descriptive feedback that guides students’ efforts towards improvement. Turn and talk. What has been your experience of assessment, evaluation and, most importantly, feedback?

List the types of assessment you have experienced and how effective each has been in improving your performance as you moved forward with your learning. What about feedback? Reflect on the type of feedback you have typically received throughout your education.

With your group create a definition of effective feedback – what elements need to be present in order for students to be able to use the feedback to help them move forward. What type of feedback is not constructive?

What about grades?

Specifically the Arts: Visual Art Dance Drama Music Each discipline brings its own challenges when assessing student work/performance.

Assessing primary dance?

Dance: Action Words Description of Activity Students work in pairs or small groups using action words as a stimulus to create a movement sequence. Criteria for assessing learning Students will be assessed on their: 1.use of expressive and movement skills 2.engagement in and understanding of the process of composition 3.manipulation of the elements of dance to create and perform a movement sequence.

Clip 1. Shannon Clip 2. Indra

Reflect: Assessment task... Setting Student performance

Let’s design an assessment task for dance: You are teaching Gr.4. You have 29 students in a portable. Your instructional focus will be Overall Expectations A1 & A2, Specific Expectations A1.2, A1.3, A2.1 Design an assessment task to assess as many of these expectations as seems realistic. Remember to state the criteria clearly.

Visual Art

Description of activity Students create an artwork depicting an insect or insect-like creature. Students make drawings of insect body parts, noting texture or patterns that appeal to them. They can use soft pencils on art paper of different sizes. They draw their own insect or insect-like creature, observing common features, patterns, lines and colours of insects. They explore a range of drawing materials and techniques, choosing those best suited to the effect they want to achieve. Criteria for assessing learning 1.Students will be assessed on their: 2.experimentation with a range of drawing techniques 3.selection of appropriate materials, tools and techniques to suit their art making intentions 4.representation of details of the subject matter of insects and their features including body parts, the texture of their skin, patterns of their wings, colours and lines of their antennae Visual Arts: Insect drawings

AB

C

D

Time for ‘real’ student work

Drama

Drama: Movement-based characterisation Description of activity Students create characters based on different ways of walking. Students explore various ways of walking through contrasting heavy/light, quick/slow, tall/short, forwards/backwards/sideways movements. They walk around the space as if they are being pulled by a string attached to a body part named by the teacher, eg nose, chin, elbow, stomach. Students choose one of the walks they have explored and develop a character based on this walk. They draw and/or describe their character. Students practise moving about the space as their character. They then meet another character and interact with them using mime. Students join with another pair to form a group of four. They interview or 'hot seat' the other members of their group to establish each character.

Criteria for assessing learning Students will be assessed on their: devising of drama in collaboration with others use of the dramatic elements of contrast, space, focus and mood, to create meaning adopting and sustaining of a role using movement, mime and improvisation.

Indra Riley

Danny in the toy box Description of activity Students work collaboratively to perform a scene from Danny in the Toybox by Richard Tulloch. They incorporate a narrator and adopt and sustain different roles.

Criteria for assessing learning Students will be assessed on their: adopting and sustaining of a role using movement and voice skills use of the elements of drama such as space, focus, mood and tension,to create meaning.

Observation: 1.When is this an appropriate assessment tool? 2.How do you record your observations? Never turn your back!

Planning and Assessment: Determine what specific skills and concepts you are going to teach, then determine how you are going to know that the students have learned them, only then should you plan how you are going to actually teach them.

Final thoughts...