Embed Size (px)
Citation preview
Assessing on Assessing on the RUN!the RUN!
Presented at the National Art Education Association Convention
March 2006Bob Reeker
Lincoln Public SchoolsLincoln, Nebraska
Email: [email protected]
http://ulhomepage.lps.org/breeker/web/index.htmlhttp://artweb.lps.org/art/
www.freewebs.com/ewoodtrack/
Lincoln, Nebraska
225,000+ population
Home to the University of Nebraska
Located in the Southeast corner of the state
Second largest city in the state - Omaha is the largest
Capital of Nebraska
img.superpages.com/.../images/states/NE_map.gif
www.kaper.us/articles/000606_johnson_subject7.jpg
Lincoln Public Schools31,000+ students
5,000+ staff
52 buildings (36 elementary, 10 m.s., 6 h.s.)
Art Specialists, full & part-time, in most elementaryschools
Supportive District Art Consultant - Nancy Childs
Collaborative Colleagues - The Windy State meets the Windy City…The Windy State meets the Windy City…
LPS will blow you away!LPS will blow you away!
My Career History
Year One (1990) - Art on a Cart :)
Two years as an administrator
In the last 4 years, in 5 different buildings
2004-05 Nebraska Art Educator of the Year
Currently, teaching at Eastridge Elementary as a .5 Art and .5 Integrated Technology Specialist - 215 students -ECSE - Grade 5. I see all students twice a week.
www.ncusd203.org/.../Palette%201.gif
“Perhaps, given competing notions about quality of education, there should be two types of assessment: a large-scale, temperature-taking test to providecomparative data on the performance of schools, and an assessment that reveals the distinctive talents of individual students and the effects of school practice on their development. One focuses on the general, the other on the particular.”
-Eliot Eisner, 1999 http://www.pdkintl.org/kappan/keis9905.htm
reflector-3.louisville.edu/.../Eisner.jpg
Why do schools and many curriculum areas choose to focus so much emphasis and attention on standardized testing?
- Federal and/or State mandates
- Easy to administer and score
- Ostensibly provides a benchmark for comparison
- Others?
Why is performance-based assessment not more-widely utilized in the education field?
- More difficult to develop assessments
- TIME-CONSUMING!!!TIME-CONSUMING!!!
- Teachers not trained in this area
- Others?
So, let us look at how we can make performance-based assessment more manageable and less time-consuming…
Put on your running shoes, and we will Put on your running shoes, and we will sprint through a variety of assessment andsprint through a variety of assessment andevaluative tools in the next few minutes. evaluative tools in the next few minutes. You can become a more effective You can become a more effective assessor on the RUN…assessor on the RUN…
Runners, take your mark…
www.berecruited.com
Begin by Begin by pacing out pacing out your year…your year…
My organization for assessmentMy organization for assessmentstarts at the beginning of thestarts at the beginning of theyear with a pacing chartyear with a pacing chartfor each grade level. Thisfor each grade level. Thisis a working plan that helps is a working plan that helps me to be accountable forme to be accountable forcurriculum and assessment.curriculum and assessment.
Get set…
Choose your unit goal(s)..
Set your objective(s)…
Plan for assessment…
Develop record-keeping that fits your style…
Develop record-keeping that fits your style…
It is imperative that teachers document information,
however, how you choose to do that task is your decision.
It is imperative that teachers document information,
however, how you choose to do that task is your decision.
I use a system in assessing I use a system in assessing students’ work and effort which correlates students’ work and effort which correlates
withwithour Standards-based report card. our Standards-based report card.
I use a grade sheetI use a grade sheetattached to a clipboard. What I assess is attached to a clipboard. What I assess is
determined by my objective(s) for that day. determined by my objective(s) for that day. As I As I
observe children, I mark in my grade book…observe children, I mark in my grade book…4 = exceeding the expectation4 = exceeding the expectation3 = meeting the expectation3 = meeting the expectation
2 = approaching but not 2 = approaching but not meeting the expectationmeeting the expectation
1 = not meeting the expectation1 = not meeting the expectation
The marks are helpful in my final evaluation IThe marks are helpful in my final evaluation Imake on progress reports each quarter.make on progress reports each quarter.
GGO!O!
Decathalon Assessment
This marathon-styled assessment is both teacherand student labor-intensive.
When you reach the finish line, you are exhaustedand worn out. The evidenceyou have can bevery informative and rich…
Electronic portfoliosIn the spring of 2003, I worked with my ComputerSpecialist to develop individual electronic portfolios with6th graders. I digitally photographed and scanned all the work and placed the images in folders on our server. The students used the program, iMovie, to import the images into the program. Title pages and transitions were created. Students were invited to bring school-appropriate music to add to their movies. Each child received a copy of all the 6th grade portfolios on a CD.
I am planning to do ElectronicPortfolios in the spring with my5th graders. Things I will dodifferently:
1. I will use Powerpoint since1. I will use Powerpoint sincemy kids know that program well.my kids know that program well.
2. I will have students write an2. I will have students write anartist statement for each piece.artist statement for each piece.
3. All Portfolios will be saved3. All Portfolios will be savedon Universal Locker rather than CD.on Universal Locker rather than CD.
3200 Meter Assessment
This assessment can be rather teacher intensive butThis assessment can be rather teacher intensive butwith training, students really respond well to thiswith training, students really respond well to thistype of assessment.type of assessment.
The evidence is great for teacher and The evidence is great for teacher and excellent feedback for the student…excellent feedback for the student…
Let’s RUN with RUBRICSLet’s RUN with RUBRICS!!
Mask Rubric
In past years, I had students complete rubrics and In past years, I had students complete rubrics and glue to the back of the work. No longer….glue to the back of the work. No longer….
400 Meter Assessment
I consider this assessment teacher driven and focusesmainly on observation. The observation is documentedin some form.
www.gflexsurfaces.com/Insets/lev2_Inset_track...
Peer feedback….Students really enjoyreceiving informationfrom their classmateswhich ultimatelyaffects what they doand how they think about their work.
Used for studentsharing/critiques…• each child presents• each child shares acomment based on P.A.T.S.• Grades 1-5
Chip/Sticky Note Assessment
1.Set the criteria2.Provide the tool3.Time to give feedback4.Debrief
Assessment
blue = line
yellow = color
red = value
100 Yard Dash Assessment
This assessment is formative in nature. These arethe quick, simple tools used to check for understanding. Often, these assessments are notrecorded but used to guide the lesson.
Questioning…Questions are developed to get both individualand group feedback. Students often use thumbs upor down to agree or disagree. Students can rank or ratebased on a 1-5 finger count. Or questions can bephrased with 1, 2, or 3 choices with students holdingup the # finger accordingly.
Daily Art “Think About”
Balance is aPrinciple
(application)
of Design
Balance is the visual weight in a work of art.
www.un4gettabletoys.com/images/hedstrom%20tee...
What type of What type of balancebalance is used is used in this example?in this example?
1. Symmetrical2. Asymmetrical3. Radial
What type of What type of balancebalance is used is used in this example?in this example?
1. Symmetrical2. Asymmetrical3. Radial
1. Symmetrical2. Asymmetrical3. Radial
What type of What type of balancebalance is used is used in this in this example?example?
Walkarounds
All work is laid out, usually 1/2 to 2/3 the way through the unit. Students walk around and observe each piece. Criteriafor what to look for may be written on the overhead. Whendone observing (and I do it with them to model), studentsdiscuss with me and the group what they saw. Much informationabout understanding can be derived from the sharing following.
Closure…
Stole this from a student teacher….
At the end of class, in order to line up, the table mustdiscuss and volunteer an answer to the question I pose.
• Name a significant style of art Picasso developed.• Tell me a color family.• What purpose might a Native American Hopi createa Kachina doll?
http://www.chartwellsschooldining.com/images/Kids%20in%20Classroom.jpg
Time for Questions, Answers,
and Sharing…
What quick assessmenttricks do you have?
www.andypope.info/fun/clocks.htm
Thank you for comingThank you for comingtoday. I hope youtoday. I hope you
enjoyed the presentation.enjoyed the presentation.
Contact: [email protected]
Look up: http://artweb.lps.org/art/for today’s presentation
http://ulhomepage.lps.org/breeker/web/index.html
