Formative Assessment Strategies in Visual Art
Visual Art
Mike Colonna
Problem Identified: Students would spend a large amount of class time approaching me and asking for help with assignments and techniques, immediately after mini lesson or demo of said skills/techniques- limiting my availability to accurately assess students who were clearly engaged and actively working through their assignments.
Hypothesis: If students were given alternative tools to help guide their individual instruction & progress throughout the process (youtube and teacher created video tutorials,teacher-generated checklists & step-by-step instructions, rubrics, this would eliminate the need for redirection, repetition of outcomes, motivation and objectives...and would allow students to self-monitor and regulate their individual progress. This would/could also alleviate tension and stress tied to pacing/flow and student anxiety over finishing “on time”.
Data Collection: Mrs. Plichta and i created a video illustrating and demonstrating the practices we implemented for instruction, data collection and assessment. You can watch that video HERE:
Actionable Step: Here’s how to use this strategy in your classroom tomorrow: A “Thumbs UP/DOWN” quick check in & tally results, Do a “Turn & Talk “ and then have students record responses, answers to prompts, reflections/opinions and so on...in the form of:
A “T’ Chart
A “KWL” Chart
A Venn Diagram
For teachers/and possibly students, given app availability & connectivity: IOS/Mac apps for animation and slideshows (for video tutorials: iMovie, Animation HD, Flip a Clip, Garageband, Media Impression 2 and Autodesk Sketchbook).
Overall Findings/Impact: Students were much more “present” and accountable for their own findings, progress and final products. Students decreased the amount of times they asked for help, redirection or repetition of objectives and outcomes.
