ASSESSMENT  EVALUATION

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ASSESSMENT EVALUATION

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1. ASSESSMENT & EVALUATION

2. DISCOURAGEMENT Discouragement is anything we say or do that lowers students’ self-worth Don’t point out everything a child is doing wrong in the hope they will correct it

3. DISCOURAGEMENT Students will eventually learn many things by modelling Excessive criticism lowers self-esteem and makes improvement difficult Your encouraging statements should greatly outnumber your criticisms. Monitor them.

4. ASSESSMENT & EVALUATION ASSESSMENT The collection and analysis of data collected about your students’ performance. Provides feedback Required for improvement EVALUATION Application of value or judgement about student performance

5. The primary purpose of assessment is to improve student learning

6. HOW DO CHILDREN DEMONSTRATE THEIR LEARNING? Talking Experimenting Retelling Participating Describing Interacting Responding (through movement & music) Creating - drawing, painting, printmaking, sculpture, collage, mixed-media, etc Sorting/ Classifying Measuring Questioning Reading Recording Building Estimating/ Counting Writing

7. TYPES OF ASSESSMENT THERE ARE 3 GENERAL TYPES OF ASSESSMENT DIAGNOSTIC FORMATIVE SUMMATIVE

8. DIAGNOSTIC ASSESSMENT Initial data collected on student needs and interests. Purpose is to determine students’ strengths and learning needs in order to plan and adjust instruction. It is assessment for learning.

9. FORMATIVE ASSESSMENT The on-going collection of information used to monitor student performance. Provides a window into students’ learning process and progress. Encourages learning by providing students with specific feedback. Assists with programming decisions and appropriate accommodations. It is assessment for learning.

10. SUMMATIVE ASSESSMENT Assessment of what the students have produced at the end of a unit, term or year. Provides feedback for reflection to judge the effectiveness of a unit. It is an assessment of learning.

11. RECORDING DEVICES Are what teachers use to record and/or categorize observations. Include: Anecdotal records Checklists Rating Scales Rubrics

12. RECORDING DEVICES Anecdotal Records A short narrative describing student performance and/or behaviour. Can provide rich portrait of individual student achievement

13. RECORDING DEVICES Checklists A list of descriptors, skills, behaviours, processes, and/or attitudes that are checked off. Can include performance criteria that are used to assess student performance (written work, oral presentations, art and media works, and models).

14. RECORDING DEVICES Rating Scale Assesses performance on a several-point range from low to high, from as few as 3 points to as many as 10 points. Based on a set of criteria that allows the teacher to judge the quality of a performance, product, attitude, and/or behaviour along a continuum.

15. RECORDING DEVICES Rubrics A scoring scale that consists of a set of specific criteria and descriptions of the four levels of achievement for a particular task.

16. ASSESSMENT STRATEGIES Strategies are the structures/means through which student knowledge and skills are assessed. Strategies provide different ways for students to demonstrate their learning. Students can: Say Write Do.

17. ASSESSMENT STRATEGIES Song Written test Poster Play Debate Demonstration Audio/ video tape Questionnaire Presentation/ skit Book review Diary Mind map Collage Mobile Report Interview etc.

18. Some Assessment and Evaluation Strategies in Art Portfolios Computer portfolios Art diaries, logs and journals Artwork displays/exhibitions Sketches of ideas Sketchbooks for recording sketch details, thoughts, observation notes Visual journals/video and audio tapes Students’ demonstrations of skills and techniques using tools and materials Critiquing Portfolio conferences Integrated performances Teacher/student conferences Group discussions Teacher observations and checklists Self and peer-evaluation

19. Quality Art Assessment and Evaluation is…(Source: Beattie, D.K. (1997). Assessment in Art Education. Worcester, MA: Davis Publications, Inc.) student-centred whenever possible (involve learners in the conception and creation process) supportive of student learning multi-layered (draws on many levels of knowledge and ways of knowing) continuous explicit collaborative effort when possible contextual and authentic (meets needs of the students) both formal and informal focuses on both products and processes provides opportunities for students to revise/make changes in products/processes, if possible concerned with equality and fairness

20. SELECTING AN ASSESSMENT STRATEGY No one assessment strategy is necessarily better than another. Consider: -what knowledge and skills are students expected to learn - purpose for the assessment Align purpose, expectations to be assessed and method of assessment

21. SELECTING AN ASSESSMENT STRATEGY A combination of assessments, including performance, written, and oral strategies may be required in order to fully assess student achievement.

22. MOST CONSISTENT/ MORE RECENT Grades should be based on student’s demonstrations of learning after multiple opportunities to learn and practice. Student work near the end of the course or unit may be better indicator of student achievement.

23. KEY MESSAGES Assessment strategies should align with the purpose and the expectations to be assessed. Provide clear communications of how students will be assessed and evaluated. The Arts provide students with different ways to demonstrate their learning.

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