STAR-POST (Art) January 2020 FINAL_STAR Post Art Jan 2020 - Page 48

Creating Formative Assessment Opportunities for Better Learning A uth entic -Assessmen t in the Art Cla ssroo m - - So me C on si de ra ti o n s The least desired scenario of all educators would be a class of unmotivated students. When an art task is not well-scaffolded with clear instructions and engaging visuals, students are less likely to participate or assimilate any content. During the workshop, Chor Howe, Senior Teacher (Art) from NJC, shared how he uses diagrams (see below) within his Aesthetics department to illustrate strategies in engaging students’ learning. Candice Lee Art Teacher Manjusri Secondary School “Isn’t Art Easy to Mark?” A s art educators, we often come across comments or questions that suggest art is subjective and has few or no grounds for objective assessment. Art is most often assumed by others to be assessed based on the teacher’s personal preferences, shaped by biasness or experiences. But are we not somewhat influenced by these personal factors? What does it mean to have an authentic assessment in the art classroom? These questions will be explored in this article based on personal reflections of my teaching and ideas I have gathered from STAR’s workshop -- Subjectivity + Objectivity in Art Assessment. 48 One of the diagrams shared by Chor Howe. Chor Howe’s sharing highlights the importance to design lessons that encourage divergent and convergent thinking to sustain students’ interest while reducing the probability of stu- dents getting stuck with developing ideas. It is also essential to set clear expectations at the start of each lesson while ensuring the learning task is age-appropriate for the students. Online quizzes such as Kahoot and Trivia Crack are great ways to introduce new content informally to entice students while assessing their prior knowledge and understanding. Often, my stu- dents would request to replay the quiz and this helps them to retain more new information. 49