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Lesson Plans


Re: Assessment

[ Thread ][ Subject ][ Author ][ Date ]
The Austin's (whest177)
Tue, 19 Oct 1999 22:33:18 -0500


You don't say which grade you teach, which makes a huge difference (IMHO) in
assessment. I have yet to figure out a clear cut way in my primary (K-2
classes), but in my intermediate classes (3-6), I have tried journals this
year, and they are turning out to be an invaluable source for me. I type up
a list of questions for each lesson that I copy and distribute to students,
who then put answer them and place them in their journal. I pass these out
at the beginning of each lesson, and have students answer all questions that
they know the answer to (usually vocabulary, especially review). If those
questions are left blank, I know to reinforce those terms. Questions may
also include how a student used a particular skill or element, if the
student felt that he/she was or was not successful using an element and
why/why not, and most importantly, whether the student liked that project or
not and why. I have gained a tremendous understanding of how lessons are
being comprehended, and the students are using art vocabulary in a
surprisingly mature manner for only using the journals 9 weeks! I plan to
collect the journals at the end of each semester to look through in depth,
but I do "peek" while students are writing. These only take about 10 minutes
for students to complete, but I now have a tool to support my outcomes, as
well as discover which concepts are not being comprehended. I also
incorporate my 6-Trait writing in, as it is a district requirement.
For middle/high school, I use a combination of verbal discussion,
rubrics, and tests (yes, I give tests, but I find it ensures my kids
actually learn, at least temporarily, the concepts).
~Michal
----- Original Message -----
From: Lisa Young <leerae56>
To: <artsednet.edu>
Sent: Tuesday, October 19, 1999 7:46 PM
Subject: Assessment

>
> I am looking for ideas on the best ways to assess
> learning in an art classroom. Any ideas?
>
> Lisa
>
> =====
>
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