ASSESSMENT AND EVALUATION

This page last updated 16 May 2005

ASSESSMENT AND EVALUATION

General Principles
Assessment should not be seen as something bolted on to the process of learning. It should be integrated with the activities of teaching and learning, and spring from shared objectives which explore the pupils capacity to express thoughts and feelings through and about art.

Evaluation of pupils’ work must not be based on arbitrary external criteria. It must be seen as an integral part of the learning activity.

It is essential that criteria for assessment are developed from the work and do not predetermine the nature of the work. They must be shared by teacher and pupils. This implies debate and discussion in which the pupil plays an active role. It is essential to encourage pupils to take increased responsibility in the assessment of their work.

A range of practices should be employed: -

Formative – diagnostic and explanatory – the means by which pupils and/or teacher monitors the ongoing work.
Ipsative – the measurement of a pupil’s present performance against his/her past achievement.
Summative – a measurement of a pupil’s achievement at the end of a unit of study by teacher and/or pupil.

Areas of Assessment (Criteria)

RecordingObservation, imagination, memory

ResourcingGathering, implementing
Control/SkillMaterials, methods, techniques
Visual LiteracyUnderstanding and application of the Visual Elements
KnowledgeDifferent periods and cultures (Art, craft, design)
UnderstandingApply research in relation to own work

Whenever possible pupils and students should be encouraged to evaluate their work to identify strengths, weaknesses and to set future targets.

This page last updated 16 May 2005