Assessment is a major part for a teacher to include in an art classroom setting. It helps teachers understand where their students stand with material learned and helps enhance their instructional practice if improvement is needed. Certain assignments can be made to help students share their knowledge, understanding, and new traits for assessment. Like assigning certain projects, assessment can be done using several different strategies such as watching student interaction, asking lesson based questions, listening to their answers, and looking at their actual artwork. Assessment should be based on the key ideas and concepts that each unit is focused around. When doing assessments for units, it can be either formative or summative. Formative assessment happens during the unit being taught which helps teachers correct student mistakes and help make improvements right when needed. Summative assessment happens when the unit is done and teachers evaluate each student's success at that time. This helps teachers assign grades and helps to know what to communicate about achievement.
A key part of assessment is criteria. Criteria within a project helps students know exactly what to do and know what is expected of them when do a performance based task. If students know what is needed to be done, they will work harder and therefore have a better understanding of the material. After determining what criteria must be included, figuring out what is important is next. Teachers may vary on what each one thinks is important. An example is that some may think knowing definitions is more important than demonstrating the concept instead, or vice verse. Asking students to look at artwork and use what they have learned to describe the piece will help ensure teachers that students are learning the importance of the unit. Although the assessment strategies mentioned are all teacher-directed, students can also play a role in it. They can do their own self-assessment or the students can take turns assessing their peers. This sort of assessment cannot be used every time, but it does helps students feel that what they have to say is important and helps teachers see if they remember certain vocabulary/concepts learned.
A key part of assessment is criteria. Criteria within a project helps students know exactly what to do and know what is expected of them when do a performance based task. If students know what is needed to be done, they will work harder and therefore have a better understanding of the material. After determining what criteria must be included, figuring out what is important is next. Teachers may vary on what each one thinks is important. An example is that some may think knowing definitions is more important than demonstrating the concept instead, or vice verse. Asking students to look at artwork and use what they have learned to describe the piece will help ensure teachers that students are learning the importance of the unit. Although the assessment strategies mentioned are all teacher-directed, students can also play a role in it. They can do their own self-assessment or the students can take turns assessing their peers. This sort of assessment cannot be used every time, but it does helps students feel that what they have to say is important and helps teachers see if they remember certain vocabulary/concepts learned.