Formative Assessment

According to Catherine Garrison and Michael Ehringhaus, "assessment is a huge topic that encompasses everything from statewide accountability tests to district benchmark or interim tests to everyday classroom tests. In order to grapple with what seems to be an overuse of testing, educators should frame their views of testing as assessment and that assessment is information. "

 

Formative Assessment is part of the instructional process which incorporated into classroom practice to provides the information needed. Formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. Thus, adjust teaching and learning while they are happening.

Developmental Workbook:

Developmental Workbook is one of my assessment tools to observe the ongoing developing process of learners. My learners are required to annotate their investigation, developing process of the initial ideas and thoughts in their Developmental Workbook throughout the whole programme. Rubric of Developmental Workbook was also given to learners as a guideline of what is expected in their Developmental Workbook.  

As an International Baccalaureate candidate school, our marking scheme is based on Criteria- Referencing. My learners were given a set of rubrics with the description of each criterion to be fulfilled in the assessments. The criterion based rubric is a powerful tool to determine learner’s level of understanding from one to the other stages.

Criterion A: Knowledge and understanding

Their understanding of Dadaism and relevant art movement. Analysis of Marchel Duchamp’s art works “The fountain” and the connection to other context. For instance, Humanities.

Criterion B: Application

The development process which evidence in their Developmental Workbook including a series of experimental art work and initial sketches.

Criterion C: Reflection and evaluation

Reflection and annotation of their research, including specific artist and art movement. Ongoing reflection in their Developmental Workbook and participation in class discussion.

Criterion D: Personal engagement

Learners are evaluated based on their personal effort, how committed they are to the task. For example, they had 2 periods of class each week, followed by 2 periods of tutorials. During the tutorials, my learners would discuss their development of ideas and progress on the task. I would give them feedbacks and comments for improvement.

During the formative assessment, I had to ensure that my learners are motivated in their work.

I had worked out a time line for my learners, with the guided steps. Every week during tutorials,

I had checked their work progress, in their Developmental Workbook and mark their reflection essays. I discussed with my learners, areas that they need help with individually and give them constructive criticism.Besides that, I have given them a peer assessment form to reflect on the task given.

 

 

Feedbacks of formative task

Based on the data and feedbacks of the formative assessment task, I find my learners were able to fulfil the requirement of the task given. For Criterion A, knowledge and understanding, most of my learners had scored an average of 6-8. They were able to demonstrate good knowledge and understanding of the visual arts studied in relation to societal or cultural or historical or personal contexts. They were also able to communicate a well-developed critical understanding of the visual arts studied. 

For Criterion C, Reflection and Evaluation, my learners were able to reflect critically and in depth on his or her artistic development and processes at different stages of his or her work. Each week, my learners recorded their reflection based on their ideas and development. They had also noted the difficulties they have encountered, and it was resolved. My learners had also carried out an excellent evaluation of their own work. This showed quality of work produced and details of improvements that could be made. They intentionally used feedback in their artistic development, and showed an appropriate consideration of individual artistic processes.

As a result of weekly discussion and tutorials with my learners, I was able to identify which learners required more time and extra effort in understanding the topic. Therefore, I was able to give extra help to the identified students, trying out different approach for learning to take place. Hence, in my next classes, I could pair my learners according to their strength and weaknesses for differentiated learning. I would reflect on previous class activities and lesson, to encourage more learning took place the next few lessons. 

I find my learners showed good commitment in using their own artistic processes. They generally demonstrated curiosity, self-motivation, initiative and a willingness to take informed risks. My learners supported, encouraged and worked among peers in a positive way, with little encouragement. They were generally receptive to art practices and art from various cultures, including his or her own.

 

I provided comments and references to my learners, had class discussion and individual tutorial with them after the formative assessment. The students who were assessed are the ones who benefit from the adjustments. They can use the results to adjust and improve their own learning.I also had collaboration meeting with my colleagues in order to share our personal experiences and difficulties we had in creating the formative task.