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A S S E S S M E N T Assessment on the Run! Part II Continued on page 45. Bob Reeker students throughout the unit. Each student will assess how the art she or he has chosen has dealt with each of the three components and will place the appropriate colored paper next to it. Students will travel around to three peer works and do this activity for each. The real assessment hap- pens when students return to their own work and look at the colors their peers have given them. We spend time debriefing what the combina- tions may mean. Finally, I reinforce that any missing color would be a criteria that the artist may want to review. Summative Evaluation (The Marathon) Rubrics: Whether developed by the teacher or in symphony with stu- dents, rubrics give students valu- able feedback. Self-assessment, peer assessment, and teacher feedback can be several components of the rubric process. These are time-consuming on the whiteboard. When observation is complete, students discuss with the group and me what they saw. Much understanding can be derived from the sharing that follows. Closure: At the end of class, in order to line up, each table must discuss and volunteer an answer to the ques- tion I pose, such as: "Name a significant style of art Picasso developed." "Tell me a color family." "For what purpose might a Native American Hopi create a kachina doll?" Color Codes: Another simple forma- tive assessment is the use of colored disks or squares of construction paper. At some point in a unit (usually two- thirds through the project), students will lay their artwork out at their tables and find another student's art to assess. In the middle of the table is a pile of colored disks or construction paper squares of three different colors. Each color represents a concept and/ or criteria that has been shared with A ssessment can be a daunt- ing, overwhelming, and time-consuming task for any art educator, whether novice or veteran. It is important that you find methods of assessment that: are simple, effective, and efficient; allow you to multitask; and assess what is necessary and vital. Fortu- nately, there are many tools available to help you on your journey to getting assessment under control. Here are a few of my favorites: Formative Assessments (The Sprint) Questioning: Questioning is vital for getting both individual and group feedback. Students can use thumbs up or down to agree or disagree, rank or rate based on a one- to five-finger count, or answer questions based on three predetermined choices—holding up one, two, or three fingers accord- ingly. Walk Arounds: All student artwork is laid out in the room, usually half- way through the unit. Students walk around and observe each piece. Crite- ria for what to look for may be written There are many tools available to help you on your journey to getting assessment under control. 14 April 2014 SchoolArts 11_18_4_14.indd 14 2/20/14 3:02 PM