STAR-POST (Art) January 2020 FINAL_STAR Post Art Jan 2020 - Page 8

classroom, teachers could also assign roles and establish routines in the art classrooms. A well-designed and organised classroom will enable the teacher to observe, support and meet the learning needs of students over time. 3. Assessment for Learning A good way to involve students in assessment and ownership of their own learning is to empower them to self-assess and peer-assess. Students of this age group would have the maturity to discern and provide an honest self-assessment if the learning objectives were clearly articulated and the success criteria have been clearly understood. Based on a teacher- designed assessment rubric or a teacher-student co-designed assessment rubric, the students would be able to assess their own level of achievement and set their own learning goals for the coming assignment. This would free the teacher to focus on students who need more guidance during the art lesson. 4. Responding by Differentiating Tapping on their knowledge of students’ interests, learning needs and preferences, teachers should be flexible in their approach and adjust the following to suit the different learners in the same classroom: • what the students will learn (content), • how the students will learn (process) and, • how students will demonstrate their learning (product). Celebrating your progress made! Drawing 1 (31 July) Drawing 2 (7 Aug) Drawing 3 (14 Aug) Draw what you see, NOT what you think you see! Extracted from a sample of initial self-assessment by student. They started by determining which level of achievement they are at first (Developing, Competent, Proficient) and work towards a targeted level of achievement in their next piece of work. You can learn more on formative assessment at: What are the changes made to the form? How could you make your 3D alphabet form more interesting? (Note those who made alphabets C & N) Artist: Lisa An extract of the power-point slides to illustrate how students were guided to self-evaluate and see their own progress made in drawing over time. *Note: this is the first time students were exposed to doing observational drawing from actual 3D artefact 8 9