STAR-POST (Art) January 2020 FINAL_STAR Post Art Jan 2020 - Page 50

Learning does not stop at online quizzes; it could continue through and beyond the lessons via these strategies shared during the workshop: • Self-Evaluation and Reflection Provide a series of reflective questions for students to self-evaluate their “artistic behaviours” (Kerner and Mattimoe, 2018) when developing their ideas; selecting appropriate art media and techniques; organising their workspace; creating their artwork; time management; overcoming problems and articulating their final artwork and its processes. • Peer-Evaluation: Empathic Critique (Bartel, 2017) Marvin Bartel’s Empathic Critique was adapted by Shelly Hallsted who created a list of “soft” open questions that encourages a positive dialogue for students to use while observing and analysing each other’s artwork in a safe and non-judgemental environment. By using such questioning strategies, students will be able to self-evaluate in order to gain more awareness of their learning. Authentic formative assessment acts as an essential and motivational milestone check for students to make progressive improvement. Can Summative Assessment Be More Authentic? For assessment to be authentic, it has to be fairly assessed. As art educators, we have the responsibility to ensure that assessment criteria are well aligned to the lesson objectives and outcomes. In my practice, I assess students’ works criterion 50 by criterion and rank them accordingly. This helps me to focus on the specific criterion and assess more effectively. The works are then reshuffled randomly before the next criterion assessment to reduce biasness towards the final outcome. A well-rendered and composed artwork with adequate supporting studies may not necessarily perform better than an artwork with mediocre craftmanship but packed with an insightful set of artistic processes. Through the workshop, we shared and discovered more strategies for authentic assessment. For instance, teachers can pass the power to students to decide on a list of assessment criteria based on the lesson objectives and outcomes. Upon the completion of their assigned task, they could identify the success criteria in their peer’s work and give one another feedback. This helps to affirm their understanding and awareness of their learning. Beattie’s strategy strongly resonates with the idea of meta-learning where students are “being aware of and taking control of one’s own learning” (Biggs, 1985). Authentic assessment takes place when students set their expectations, take ownership in improving and imagining future possibilities of their artwork. References Bartel, M. (2017). Art Teacher Guide Smart- Soft Critique. [online] Bartelart.com. Available at: https://www.bartelart.com/arted/ critique08.html Beattie. D. K. (1997). Assessment in art education. Worchester, MA: Davis Publications Biggs, J. B. (1985). The role of meta- learning in study process. British Journal of Educational Psychology, 55, 185-212. Kerner, P. and Mattimoe, K. (2018). Authentic Assessment in Choice-Based Art Classes. In: NAEA 2018 Presentation. Another strategy I found particularly helpful is “My Ideal Solution” by Beattie (1997). This strategy encourages students to envision the final outcome of their idea and identify a list of appropriate criteria, according to its significance, that will help to lead them towards creating a successful solution for their assigned task. The criteria might include craftmanship, relevancy of subject matter, specific elements of art and/or principles of design, choice of colour schemes, depth of research work with reference to other artists, etc. After students have completed their artwork, they will refer back to their lists and rethink whether the order of their criterion ranking should be changed or what improvements needed to be made in their work in order to match their ideal expectations. 51