Formative Assessment
Like any other discipline, the use of formative assessment in art education is to enhance the teaching and learning process.
Tools of Formative Assessment
- “Art instruction and [assessment] are interwoven in the teaching-learning situation” (Day, 1974, 3).
- “Formative [assessment] is accomplished during the process of teaching and learning and is used primarily for the improvement of those processes” (Day, 1974, 5).
- “Assessment in art focuses on performance assessment” (Bensur, 2002, 20).
Tools of Formative Assessment
- exit slip
- reflections
- graphic organizers indicating proper procedure (safety reasons)
- subjective and directed observations
- critical thinking
- interviews
- journals
- conversations
- peer and self-assessment
- feedback (descriptive)
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CHeck it out!This video highlights the side-effects of formative and summative assessment. In particular the idea of personal success is discussed and how students reflect upon their artwork, not only the finished product but the process of creating as well.
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Read about it yourself
Want to read the articles that influenced this page? Here they are!
Bensur, B.J. (2002). Frustrated Voices of Art Assessment. Art Education, 55(6), 18-23. http://www.jstor.org/stable/3193975
Day, M. (1974). The Use of Formative Evaluation in the Art Classroom. Art Education, 27(2), 3-7. http://www.jstor.org/stable/3193956
Popovich, K. (2006). Designing and Implementing Exemplary Content, Curriculum, and Assessment in Art Education. Art Education, 59(6), 33-39. http://www.jstor.org/stable/27696180
Bensur, B.J. (2002). Frustrated Voices of Art Assessment. Art Education, 55(6), 18-23. http://www.jstor.org/stable/3193975
Day, M. (1974). The Use of Formative Evaluation in the Art Classroom. Art Education, 27(2), 3-7. http://www.jstor.org/stable/3193956
Popovich, K. (2006). Designing and Implementing Exemplary Content, Curriculum, and Assessment in Art Education. Art Education, 59(6), 33-39. http://www.jstor.org/stable/27696180