Assessment: Research + Practical Classroom Application = Effective Learning and Teaching

The work we do in the art room with children must be based in research; without research support, practical classroom application has little validity.  On the flip side, work in the art room with a focus on research only, his little “real” application.  Research and application must go hand-in-hand to make what we do with kids the most effective and beneficial.

As mentioned in an earlier post, I was part of my district’s art assessment committee several years back.  Our work was based in research. Researchers and research we consulted included Donna Kay Beattie – Assessment in Art Education, Elliott Eisner, Tom Guskey, Rick Stiggins, Carmen Armstrong - Designing Assessment in Art, NAEP Report 1994 and several others.

Last week’s blog posts focused on formative assessment.  This week, let’s talk summative evaluation.  First, you may notice the use of the terms, assessment and evaluation. Assessment is formative in nature using data to improve instruction.   Evaluation is summative in nature and focuses on the determination of a final grade as in a grade given on a report card.  There are many ways we can provide summative evaluation for students.  Two I use are rubrics and P.A.T.S. (Praise, Ask, Tell, Suggest).  The teacher can develop rubrics solely or the teacher can create them with student input.  I’ve found with multiple classes, it is often easier for me to develop the rubric from the criteria and standards I’ve set for the project.  Projects are open-ended and provide for multiple solutions.  However, students understand they must meet certain criteria for evaluation.    Below is an example of a rubric I created for a Georgia O’Keeffe unit for 5th graders:

Students complete the rubric when finished with their art.  I then complete the rubric as well providing written feedback. I’ve also had peers complete the same rubric for a classmate and turn in the rubrics for comparison.

Another tool I use, which can be both formative and summative is called P.A.T.S.  The focus is on peer feedback.  If used formatively, students benefit from the information provided through the feedback.  If used summatively, an educator can use the comments to grade criticism as well as using writing in art.  Please visit this link for details about P.A.T.S.:

 
See example of P.A.T.S sheet below.

Assessment and evaluation are all about giving feedback.  It’s about sharing with students and families how students are achieving in our classrooms.  Later this week, I will share with you information about electronic portfolios as summative assessment.

-Bob Reeker