Formative Assessment
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The Role of Formative Assessment
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Let's start by discussing what formative assessments are. They are ongoing assessments that help both teachers and students understand how well learning is occurring. Can anyone share their thoughts on why this may be important in our unit on art for advocacy?
I think it helps us see what we understand and what we might need to improve on as we create our artworks.
Exactly! This continuous feedback can help refine our messages and techniques. It allows you to make adjustments as you work on your advocacy pieces, ensuring your art communicates effectively.
So, formative assessment isnβt just about grades but also about growth?
Precisely! Think of it like a compass guiding you through your creative journey. By regularly checking in, you can stay on course toward your artistic and advocacy goals.
Are there specific ways weβll be assessed during this unit?
Great question! We will engage in process journaling, peer critiques, and presentations that all allow for reflective learning. The focus is not just on the final artwork, but on your journey and understanding.
Will we also be doing self-assessments?
Yes, self-assessment is essential! It encourages you to reflect on your choices and the effectiveness of your message in your art. In a way, it helps you become the artist and the advocate.
To sum up today, formative assessments provide critical opportunities to monitor your growth and adapt your work, ensuring you develop a powerful artistic voice for advocacy.
MYP Assessment Criteria
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Now, letβs break down how our formative assessments will align with the MYP criteria, particularly criteria A, C, and D. Can anyone tell me what criterion A focuses on?
Itβs about investigating and analyzing how artists use visual art, right?
That's correct! So, formative assessments will help you identify effective strategies in your research on advocacy art. Students will gather insights from historical examples to contemporary practices. Can someone give an example of an artist we might analyze?
What about Banksy? His work raises important social issues!
Great example! Now let's discuss criteria C. What does that entail?
Developing and applying artistic techniques to communicate a message.
Exactly! Your works must mix creativity and communication effectively. Lastly, criterion D emphasizes critical evaluation. Why is this essential for our unit?
It helps us reflect on our own and others' work, ensuring our messages aren't just art but impactful too.
Well said! By integrating formative assessments aligned with these criteria, you're well-prepared to not just create art, but art that makes a difference. Let's remember the acronym 'CAR' for this β Criteria A for Investigating, Criteria C for Developing, and Criteria D for Reflecting.
Feedback Mechanisms
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Today, weβll delve into the various feedback mechanisms weβll practice. How many of you have participated in a peer critique before?
Only once in another class, but I found it really helpful.
Me too! Itβs nice to hear different perspectives on your work.
Exactly! Peer critiques are a powerful way to obtain diverse insights. But what about self-assessing your work? How do you think that might benefit your artistic development?
It helps you understand what you think worked well and what didnβt.
Even if Iβm attached to my work, it helps me see beyond my own perspective.
Great observations! This process teaches you to discern your strengths and areas for improvement critically. Can anyone think of other ways to gather feedback?
Maybe asking a mentor or someone who does advocacy art professionally?
Absolutely! External feedback can elevate your understanding and the impact of your work. Just remember, feedback should always be constructive. To wrap up, effective feedback helps refine our understanding and expresses creativity clearly!
Introduction & Overview
Read summaries of the section's main ideas at different levels of detail.
Quick Overview
Standard
The section outlines the structure and purpose of formative assessments in an educational setting that advocates for social change through art. It emphasizes the need for ongoing feedback and adjustment in both teaching and learning processes to foster deeper understanding and artistic expression.
Detailed
Understanding Formative Assessment in Art for Advocacy
Formative assessment in the context of 'Art for Advocacy & Social Change' plays a crucial role in enhancing both teaching and student learning. It aims to provide continuous, actionable feedback throughout the learning process rather than solely at the end of a unit. This section emphasizes the significance of reflective practices, iterative designs, and peer critiques as strategic tools for creating impactful advocacy artwork.
By employing formative assessments, educators can gauge students' understanding of how visual art can communicate social messages, ensuring that they develop the skills to investigate, create, and evaluate their artistic responses to social issues effectively. The section stresses the importance of criteria A, C, and D of the MYP assessment framework, focusing on research and analysis of social issues, the development of innovative visual solutions, and ethical reflection. Overall, formative assessment not only guides artistic practice but also enriches the dialogue around social justice, communication, and activism through art.
Audio Book
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Overview of Formative Assessment
Chapter 1 of 3
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Chapter Content
Formative Assessment: These ongoing assessments provide opportunities for feedback and refinement throughout the unit.
Detailed Explanation
Formative assessments are tools used by teachers to evaluate student progress during the learning process, rather than at the end. They aim to improve student learning through continuous feedback. For example, teachers might give quizzes, ask for reflections in journals, or conduct discussions that help students understand where they stand in their learning, allowing them to make adjustments before the final evaluation.
Examples & Analogies
Think of formative assessments as practice runs for a sports team. Just like athletes train and receive feedback from their coach during practice to improve their performance before the big game, students use formative assessments to refine their understanding and skills before the final project or exam.
Process Journal Entries
Chapter 2 of 3
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Chapter Content
Process Journal Entries: Regular review of your journal for evidence of thorough issue research, diverse brainstorming for messages and symbols, iterative sketching of compositions, and thoughtful reflections on ethical considerations.
Detailed Explanation
In this component of formative assessment, students maintain a process journal where they document their progress. This includes research on social issues, brainstorming ideas for messages and symbols relevant to their advocacy artwork, sketches of their concepts, and reflections on the ethical implications of their art. The journal acts as a reflective tool where students can see how their thoughts evolve and how they are tackling the assignment.
Examples & Analogies
Consider the process journal like a diary for an artist or a writer. Just as an author keeps track of drafts, ideas, and character developments in their writing process, students use the journal to document their creative journey, helping them refine their ideas and artistic skills over time.
Presentations of Chosen Issue
Chapter 3 of 3
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Chapter Content
Presentations of Chosen Issue and Proposed Message: Oral or visual presentations outlining your selected social issue, its relevance, your intended message, and initial ideas for your artwork.
Detailed Explanation
Students are required to deliver presentations that detail the social issue they have chosen to explore through their artwork. This includes explaining why the issue is important, what message they aim to convey, and preliminary concepts for their artwork. This presentation helps students practice articulating their investigations and creative ideas clearly, allowing both the teacher and classmates to provide constructive feedback.
Examples & Analogies
Picture this like giving a pitch for a new product. Entrepreneurs often present their product ideas to potential investors, explaining the problem their product solves and its significance. Similarly, students pitch their artistic ideas to their peers and teachers, gathering input that can help shape their final project.
Key Concepts
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Formative Assessment: Continuous feedback for student growth.
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Feedback Mechanisms: Strategies to assess and improve learning outcomes.
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Criteria A, C, D: Framework for assessing student investigations, creativity, and reflection.
Examples & Applications
Evaluating a peer's artwork to provide constructive suggestions.
Self-reflecting on a created piece to identify strengths and areas for improvement.
Memory Aids
Interactive tools to help you remember key concepts
Rhymes
Formative and feedback go hand in hand; learning grows strong when we take a stand!
Stories
Imagine a gardener tending to plants. She observes daily, prunes where needed, and watches them flourish. Just like a student needs continual feedback to grow in their art!
Memory Tools
Remember F.A.C.E: Feedback, Assess, Create, Evaluateβsteps in our art journey!
Acronyms
P.E.E.R - Peer Evaluation Enhances Reflection.
Flash Cards
Glossary
- Formative Assessment
An assessment designed to monitor student learning and provide ongoing feedback to improve learning.
- Feedback Mechanisms
Methods employed to provide constructive and actionable insights to improve student performance.
- Criteria A, C, D
Assessment guidelines in the MYP framework focused on investigating, developing skills, and reflecting on learning.
Reference links
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