Assessment: How can we access students as they learn
by Pei Ling
1. My Theory
1.1. When assessing artworks, both student's thinking and making are important. Hence, thinking should always be assessed. i.e. Why did you draw this? What were you thinking of when u made this?
1.2. A good assessment should include a variety of assessment instruments and should not be limited to the final outcome only.
1.3. Set my assessment objective to the lesson clearly to students that learning and thinking process should precede outcome.
2. QUESTIONS:
2.1. When we assess student's art learning, if we assess it on their improvement: how do we assess improvement if every assignment is different i.e. lesson 1: Drawing, lesson 2: painting?
2.2. In art teaching, when specific feedbacks are given during an assessment, does it ironically restricts an individual's creativity?
2.3. Fairness: how do we assess student fairly? are we an accurate judge even?
2.4. At what stage do we use summative assessment and what kind?
3. Dylan William: Formative assessment
3.1. def: Bridge bet teaching and learning
3.2. when assessing, teachers should always reflect on teaching practice to make adjustment to student learning
4. Formative vs summative assessment
4.1. assessment for VS assessment of learning
4.2. Formative changes the way how lesson is conducted/structured, i.e. catering to student's learning VS summative
4.3. Using summative assessment needs to be well thought out as they impede learning - i.e CA1/2
4.4. Purpose of formative assessment is to enrich student learning VS summative assessment to identify student's stage of learning i.e. grades
5. CBV: Assessment Primer
5.1. def:method for analysing and describing student learning outcome
5.1.1. New node
5.2. method: test, student behaviour, interview
5.2.1. Feedback is necessary for student to improve
5.2.2. variety of assessment instruments required to cater to different students