Assessment
Assessment OF and FOR learning
Assessment that is for learning, as opposed to of learning, looks forward as well as back. Teachers who assess in this way are not just concerned with what students have learned but to help students and themselves understand what the next steps in learning should be and how they might be attempted. This kind of assessment has a ‘formative’ purpose, it helps to shape what lies ahead rather than simply to gauge and record past achievements (Addison and Burgess 2015, p.111).
Assessment for learning will take the form of a worksheet as well as questioning and discussion throughout the scheme. It is vital that formative assessment takes place throughout the scheme. The collages which students produced will also be formatively assessed. The collages produced will give the teacher a good insight into the students understanding of composition, space and perspective. They will also inform the teacher if the students are ready to begin their painting.
Formative assessment has been recognised by most art educators as particularly constructive. It is concerned with providing on-going advice and feedback during the process of making rather than assessing and grading an isolated finished product. Formative assessment is an integral part in the development of students that supports learning as well as encouraging and guiding the pupils’ work forward. If pupils’ do not receive regular feedback on their work, they quickly lose motivation and become unsure of their own success or failure (Addison and Burgess 2015, p.98).
As well as being formative, assessment often needs to be summative: that is, where results are intended to provide a final or cumulative assessment of achievement at the conclusion of a particular course or phase of education (Addison and Burgess 2015, p.111).
Summative assessment will take the form of a presentation of their artwork. Students will mount their work and gather for critique. Students work will be assessed based on certain components such as whether their artwork deals with a specific disaster that have effected animals or humans in some way, whether their collages/paintings give a sense of space through perspective or other elements such as appropriate over lapping of objects and whether their painting shows confident use of colour mixing, tonal mixing, paint application, specific brushstrokes and techniques.
Assessment is extremely important and has many purposes such as to differentiate pupils’ learning needs, to provide information about pupils’ progress, to enable pupils to understand their own learning and progression, to enable pupils to appreciate and relate their work to the work of others (artists, designers, craftspeople), for teachers to evaluate and thus develop their students, for teachers to make judgements about pupils’ achievement, to provide information for parents/guardians and pupils and to enable comparisons to be made about all pupils and schools across the country (Addison and Burgess 2015, p.97). It is imperative that pupils are constantly assessed to establish achievement and learning: this provides evidence to evaluate the success of your teaching (Addison and Burgess 2015, p.99).
Discussions at various stages of a project, aimed understanding the pupils’ intentions and approach to a particular brief can be taken into consideration for both formative and summative assessments (Addison and Burgess 2015, p.113).
Throughout the scheme I have chosen mainly active methods of teaching. Active methods of teaching allows for students to be engaged, motivated and fully involved in the lesson. Active Methods give students the opportunity to develop their skills and teachers the opportunity to get feedback.
Assessment that is for learning, as opposed to of learning, looks forward as well as back. Teachers who assess in this way are not just concerned with what students have learned but to help students and themselves understand what the next steps in learning should be and how they might be attempted. This kind of assessment has a ‘formative’ purpose, it helps to shape what lies ahead rather than simply to gauge and record past achievements (Addison and Burgess 2015, p.111).
Assessment for learning will take the form of a worksheet as well as questioning and discussion throughout the scheme. It is vital that formative assessment takes place throughout the scheme. The collages which students produced will also be formatively assessed. The collages produced will give the teacher a good insight into the students understanding of composition, space and perspective. They will also inform the teacher if the students are ready to begin their painting.
Formative assessment has been recognised by most art educators as particularly constructive. It is concerned with providing on-going advice and feedback during the process of making rather than assessing and grading an isolated finished product. Formative assessment is an integral part in the development of students that supports learning as well as encouraging and guiding the pupils’ work forward. If pupils’ do not receive regular feedback on their work, they quickly lose motivation and become unsure of their own success or failure (Addison and Burgess 2015, p.98).
As well as being formative, assessment often needs to be summative: that is, where results are intended to provide a final or cumulative assessment of achievement at the conclusion of a particular course or phase of education (Addison and Burgess 2015, p.111).
Summative assessment will take the form of a presentation of their artwork. Students will mount their work and gather for critique. Students work will be assessed based on certain components such as whether their artwork deals with a specific disaster that have effected animals or humans in some way, whether their collages/paintings give a sense of space through perspective or other elements such as appropriate over lapping of objects and whether their painting shows confident use of colour mixing, tonal mixing, paint application, specific brushstrokes and techniques.
Assessment is extremely important and has many purposes such as to differentiate pupils’ learning needs, to provide information about pupils’ progress, to enable pupils to understand their own learning and progression, to enable pupils to appreciate and relate their work to the work of others (artists, designers, craftspeople), for teachers to evaluate and thus develop their students, for teachers to make judgements about pupils’ achievement, to provide information for parents/guardians and pupils and to enable comparisons to be made about all pupils and schools across the country (Addison and Burgess 2015, p.97). It is imperative that pupils are constantly assessed to establish achievement and learning: this provides evidence to evaluate the success of your teaching (Addison and Burgess 2015, p.99).
Discussions at various stages of a project, aimed understanding the pupils’ intentions and approach to a particular brief can be taken into consideration for both formative and summative assessments (Addison and Burgess 2015, p.113).
Throughout the scheme I have chosen mainly active methods of teaching. Active methods of teaching allows for students to be engaged, motivated and fully involved in the lesson. Active Methods give students the opportunity to develop their skills and teachers the opportunity to get feedback.