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Assessing on the RUN!

Assessing on the RUN!. Presented at the National Art Education Association Convention March 2006 Bob Reeker Lincoln Public Schools Lincoln, Nebraska Email: breeker@lps.org http://ulhomepage.lps.org/breeker/web/index.html http://artweb.lps.org/art/. www.freewebs.com/ewoodtrack/.

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Assessing on the RUN!

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  1. Assessing on the RUN! Presented at the National Art Education Association Convention March 2006 Bob Reeker Lincoln Public Schools Lincoln, Nebraska Email: breeker@lps.org http://ulhomepage.lps.org/breeker/web/index.html http://artweb.lps.org/art/ www.freewebs.com/ewoodtrack/

  2. Lincoln, Nebraska 225,000+ population Home to the University of Nebraska Located in the Southeast corner of the state Second largest city in the state - Omaha is the largest Capital of Nebraska img.superpages.com/.../images/states/NE_map.gif www.kaper.us/articles/000606_johnson_subject7.jpg

  3. Lincoln Public Schools 31,000+ students 5,000+ staff 52 buildings (36 elementary, 10 m.s., 6 h.s.) Art Specialists, full & part-time, in most elementary schools Supportive District Art Consultant - Nancy Childs Collaborative Colleagues - The Windy State meets the Windy City… LPS will blow you away!

  4. My Career History www.ncusd203.org/.../Palette%201.gif Year One (1990) - Art on a Cart :) Two years as an administrator In the last 4 years, in 5 different buildings 2004-05 Nebraska Art Educator of the Year Currently, teaching at Eastridge Elementary as a .5 Art and .5 Integrated Technology Specialist - 215 students - ECSE - Grade 5. I see all students twice a week.

  5. “Perhaps, given competing notions about quality of education, there should be two types of assessment: a large-scale, temperature-taking test to provide comparative data on the performance of schools, and an assessment that reveals the distinctive talents of individual students and the effects of school practice on their development. One focuses on the general, the other on the particular.” -Eliot Eisner, 1999 http://www.pdkintl.org/kappan/keis9905.htm reflector-3.louisville.edu/.../Eisner.jpg

  6. Why do schools and many curriculum areas choose to focus so much emphasis and attention on standardized testing? - Federal and/or State mandates • Ostensibly provides a benchmark for • comparison • Easy to administer and score - Others?

  7. Why is performance-based assessment not more-widely utilized in the education field? - More difficult to develop assessments • Teachers not trained in this area - Others? • TIME-CONSUMING!!!

  8. So, let us look at how we can make performance-based assessment more manageable and less time-consuming… Put on your running shoes, and we will sprint through a variety of assessment and evaluative tools in the next few minutes. You can become a more effective assessor on the RUN…

  9. Runners, take your mark… www.berecruited.com

  10. Begin by pacing out your year…

  11. My organization for assessment starts at the beginning of the year with a pacing chart for each grade level. This is a working plan that helps me to be accountable for curriculum and assessment.

  12. Get set…

  13. Choose your unit goal(s).. Set your objective(s)… Plan for assessment…

  14. Develop record-keeping that fits your style… It is imperative that teachers document information, however, how you choose to do that task is your decision.

  15. I use a system in assessing students’ work and effort which correlates with our Standards-based report card. I use a grade sheet attached to a clipboard. What I assess is determined by my objective(s) for that day. As I observe children, I mark in my grade book… 4 = exceeding the expectation 3 = meeting the expectation 2 = approaching but not meeting the expectation 1 = not meeting the expectation The marks are helpful in my final evaluation I make on progress reports each quarter.

  16. GO!

  17. Decathalon Assessment This marathon-styled assessment is both teacher and student labor-intensive. When you reach the finish line, you are exhausted and worn out. The evidence you have can be very informative and rich…

  18. Electronic portfolios • In the spring of 2003, I worked with my Computer • Specialist to develop individual electronic portfolios with • 6th graders. I digitally photographed and scanned all • the work and placed the images in folders on our • server. The students used the program, • iMovie, to import the images into the program. • Title pages and transitions were created. Students • were invited to bring school-appropriate music to add • to their movies. Each child received a copy of • all the 6th grade portfolios on a CD.

  19. I am planning to do Electronic Portfolios in the spring with my 5th graders. Things I will do differently: 1. I will use Powerpoint since my kids know that program well. 2. I will have students write an artist statement for each piece. 3. All Portfolios will be saved on Universal Locker rather than CD.

  20. 3200 Meter Assessment This assessment can be rather teacher intensive but with training, students really respond well to this type of assessment. The evidence is great for teacher and excellent feedback for the student… Let’s RUN with RUBRICS!

  21. Mask Rubric

  22. In past years, I had students complete rubrics and glue to the back of the work. No longer….

  23. 400 Meter Assessment I consider this assessment teacher driven and focuses mainly on observation. The observation is documented in some form. www.gflexsurfaces.com/Insets/lev2_Inset_track...

  24. Peer feedback…. Students really enjoy receiving information from their classmates which ultimately affects what they do and how they think about their work.

  25. Used for student • sharing/critiques… • each child presents • each child shares a • comment based on • P.A.T.S. • Grades 1-5

  26. Chip/Sticky Note Assessment Set the criteria Provide the tool Time to give feedback Debrief

  27. Assessment blue = line yellow = color red = value

  28. 100 Yard Dash Assessment This assessment is formative in nature. These are the quick, simple tools used to check for understanding. Often, these assessments are not recorded but used to guide the lesson.

  29. Questioning… Questions are developed to get both individual and group feedback. Students often use thumbs up or down to agree or disagree. Students can rank or rate based on a 1-5 finger count. Or questions can be phrased with 1, 2, or 3 choices with students holding up the # finger accordingly.

  30. Daily Art “Think About” Balance is a Principle (application) of Design

  31. Balance is the visual weight in a work of art. www.un4gettabletoys.com/images/hedstrom%20tee...

  32. What type of balance is used in this example? Symmetrical Asymmetrical 3. Radial

  33. What type of balance is used in this example? Symmetrical Asymmetrical 3. Radial

  34. What type of balance is used in this example? Symmetrical Asymmetrical 3. Radial

  35. Walkarounds All work is laid out, usually 1/2 to 2/3 the way through the unit. Students walk around and observe each piece. Criteria for what to look for may be written on the overhead. When done observing (and I do it with them to model), students discuss with me and the group what they saw. Much information about understanding can be derived from the sharing following.

  36. http://www.chartwellsschooldining.com/images/Kids%20in%20Classroom.jpghttp://www.chartwellsschooldining.com/images/Kids%20in%20Classroom.jpg Closure… • Stole this from a student teacher…. • At the end of class, in order to line up, the table must • discuss and volunteer an answer to the question I pose. • Name a significant style of art Picasso developed. • Tell me a color family. • What purpose might a Native American Hopi create • a Kachina doll?

  37. www.andypope.info/fun/clocks.htm Time for Questions, Answers, and Sharing… What quick assessment tricks do you have?

  38. Thank you for coming today. I hope you enjoyed the presentation. Contact: breeker@lps.org Look up: http://artweb.lps.org/art/ for today’s presentation http://ulhomepage.lps.org/breeker/web/index.html

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