Planning For Assessment in Learning Assignment
Arts education encourages individual, creative responses and needs an appropriate assessment methodology that genuinely reflects the expressive and creative dimensions of art. The aesthetic qualities and understandings that learners’ bring to their work are a valued and important dimension of the art experience (Ross, et al 1983: p10). The conception of a fair valid, reliable and inclusive assessment tool was motivated by my own reflective teaching practice and a cyclical process of development (Kolb, 1956) which began within Option Module 1(teaching and learning resource tool). I have identified this process as a valid and significant element to my own reflective practice which is central to creating a fully inclusive, student centred teaching approach. The measures and purposes of assessment are not contentedly accommodated within the realms of art education, but a student centred ideology enables me to tailor teaching strategies, techniques including assessment tools to encourage and facilitate learner achievement, ‘When a practitioner becomes a researcher into his or her own practice, he/she are engaged in a continuing process of self education’ (Schon, 1983: p 299). The implementation of an assessment tool that empowers learners’ not only increases learner understanding, but also introduces the assessment process as a creative dimension, as well as removing barriers to achievement and learning. Classifying the process of assessment as (AFL) Assessment for Learning (tespro, 2012: p 4), enabled me to identify the key strategies and techniques to be able to extract the relevant information required from my learners’ as well as the reliability and validity of the devised tool used within the assessment process. This informed proposed development as well as a multiple theoretical design approach which would assess learner achievement. My aim was to take the emphasis away from learner categorisation and concentrate on an assessment device which would provide a continuous and reflective learning experience, both in and out of the class. ‘Overtime, students move forward in their learning when they can use personal knowledge to construct meaning, increase skills of self monitoring to realise that if they don’t understand something, they have ways of deciding what to do next’ (Earl, 2003). ‘The research indicates that improving learning through assessment depends on five, deceptively simple, key factors * The active involvement of students in their own learning * Adjusting teaching to take into account of the results of assessment * Recognition of the profound influence assessment has on the motivation and self esteem of learners’, both of which have crucial influences on learning * The need for learners to assess themselves and understand how they can improve * The provision of effective feedback to and from learners’ (Black and Wiliam, 1999).
Language and literacy were the paradigm and underlying principle that began the basis of assembly used in creating an effective teaching and learning resource tool, and one which I would use to assess my learners’. ‘In art, craft and design learners’ explore visual, tactile and other sensory experiences to communicate ideas and meanings. ‘To be able to communicate and articulate ideas and experiences the learner has to be able to use language which is often within a restricted code’ (Bernstein, 1971. p: 76). A restricted language code is often used when a shared knowledge is taken for granted within a group and or environment. The ‘restricted language’ could be used as a continuous learning experience within art and design as well as raising the attainment of learners in language and literacy.
The construction of the resource/assessment tool was allied within the Edexcel Btec Firsts Level 2 Unit 1; Contextual References in Art and design code J/502/4819 (see appendix), and one which will identify the...
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