Assessment: Sharing your Stories
Years ago, when I was in school (I will not share what year as I would not want to make this art educator feel bad, if they are reading this), I was taking an art class. I recall a critique and sharing session in which we each displayed our work, shared what we were thinking, and had the opportunity to receive feedback from peers. This would have been great, if it would have stopped there. This art educator then ask each of us to choose a piece of art and place it in the grade section of the room we thought it belonged…A’s go in that corner, B’s go on this table, C’s go near my desk…you get the picture….D’s are here, and F’s…you can imagine where they might go. It put students in awkward and sometimes degrading situations and no one left that class feeling good about the work or about each other.
As I said in my first entry, assessment is about student growth and success. It must measure those concepts, ideas, and criteria that we want children to succeed at in the unit. There are so many different ways to assess and provide feedback from formative assessments to summative evaluations. And there are many times in my teaching where peer feedback is utilized and encouraged, but a final, summative grade is determined by criteria met by the student and is shared only with that student.
With one unfortunate story about assessment, I could tell you several good ones I’ve experienced over the years. One of my college professors, Dr. Pearl Hansen from Wayne State College in Wayne, Nebraska did an extraordinary job in providing valuable feedback to students in a conscientious and professional manner. She highlighted the positives but was concise and firm in what was needed to make the work better. I left her watercolor class learning much and loving the medium…to this day, it is my choice of medium. She truly inspired me as an artist and educator.
Please take a moment to share any assessment stories from your schooling, good or poor. I truly believe that each of those experiences with assessment shapes what we do with our children on a daily basis. And we can learn from each other’s stories and take away something valuable. I look forward to reading your stories.
-Bob Reeker
I like the idea of students giving each other feedback even in the elementary years, but I think we must be careful. Some students don't know how to do this kindly, possibly because they have been on the receiving end of some rather harsh criticism at home or elsewhere in life. It is important to teach how to look at the artwork of peers and respond to it gently and to balance positive observations with suggestions for improvement. I also think it is a good idea to let the student artist explain why he did things the way he/she did. This can help the viewer understand why certain decisions were made and have a greater understanding for the artwork, and artist,in general. I agree with what you said about the art teacher being the one to give the final grade based on the required elements for the assignment.
Kirby
Posted by: Kirby Meng | March 06, 2010 at 06:12 PM
I couldn't agree with you more Kirby. We must teach and model the behavior we want from children when making comments about work. We don't just throw them into the situation. I just had Kindergarten students sharing comments on Friday about each other's work and I had to structure the conversation to allow for only positive comments. But it does need to start early! Thanks for your comments.
Posted by: Bob Reeker | March 06, 2010 at 08:17 PM
I just reread your post Kirby. Several times on Friday, either I or a student asked the artist a question and I asked overtly, "Didn't we just learn more about the art work than we knew before? We are so lucky to have the artist here to answer our questions for us about the work."
Posted by: Bob Reeker | March 06, 2010 at 08:19 PM