Formative Assessment

Today's entry, I am going to three formative assessments that I can use for my Unit in Color Theory. The focus in this unit today will be on the objective created from the standard "Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design." NCCAS: Grade 6 Anchor Standard 2. The Objective is that by the end of the unit, students will be able to create the necessary colors to produce the color schemes Monochromatic, Analogous, Triadic, and Split Complementary. 

First Assessment 

The first Formative Assessment, inspired by The Art of Education, is to have the students T.A.G. one another. T.A.G.-ing is a form of peer critique that looks at if the other students can analyze and evaluate if their peer is remembering, understanding, and applying while they create their project.  Sometimes students get wrapped up in their project they might not remember the objective; this activity gives the student a chance to work with a peer to not just get a compliment but constructive criticism to help them reach the goal and fulfill the standard. Students exchange sketchbooks for writing down their T.A.G. Writing it down is good for the student, because then if they need to, they can go back and re-read the T.A.G. T is for Telling the artist something you like about their artwork. A is for Asking a question concerning a choice they made in their artwork. And G is for Giving a suggestion on how to improve the artwork. To make sure students are accurately T.A.G.ing each other, I will put a vocabulary key on the board to help the students carefully critique eachother. This assessment will not only show me if there is something missing in their work, but it will also show the student the areas they should improve on.

Second Assessment

Another form of Formative Assessment I will be using taken from the book, 60 Formative Assessment Strategies by Natalie Regier,  I will have students list 10 Things that they have learned so far. About halfway through the class, I will have students take out their sketchbook and list ten things they have learned during the unit. I will then have the students raise their hands, and we will create a community list on the board. As the list grows, if a student doesn't have a particular thing they have learned on their list, but it is on the board, I will ask them to write the word or term in their sketchbook continuing down. If they list something that shouldn't be there I will have them mark it out, but not erase it, this will give me and them and understanding of where they are, as well as help me identify any gaps in learning they might have. The goal is to make sure that they have a complete understanding, so to help not have any holes in their knowledge while they try to apply what they know. 

Third Assessment 

The final form of Formative Assessment I plan to do is a self-reflection written in their sketchbooks. This assessment, found in the Ultimate Guide to Assessment in the Art Room, is heavily inspired by Blooms Taxonomy. According to The Art of Ed, "Self-assessment is an important growth concept that should take place on a regular basis in the art room." They suggest that "Bloom’s Revised Taxonomy (Anderson & Krathwohl, 2001) can provide a hierarchy outline of self-reflection prompts for students to use at any time in the art making process."
The student will use the following prompts to write a reflexion in their sketchbook:
Remembering- Here are the steps I took to complete this work. 
Understanding- Did I achieve my goals for this project? 
Applying- Where could I use these art techniques and process again? 
Analyzing- Do I see any patterns in my work habits? 
Evaluating- What are my thoughts on how my artwork turned out? What needs improvement? 
Creating-  What’s my plan for going forward for this piece of artwork as well as new works?

References

Theartofed.com. Retrieved December 14, 2016, from https://www.theartofed.com/content/uploads/2016/03/Ultimate-Assessment-Guide.pdf?mc_cid=0dee7cc64f&mc_eid=8ba8cffc4aMarzano, Robert J. Designing & Teaching Learning Goals & Objectives. Bloomington, IN: Marzano Research Laboratory, 2009. National Coalition for Core Arts Standards (2014) National Core Arts Standards. Rights Administered by the State Education Agency Directors of Arts Education. Dover, DE, www.nationalcoreartsstandards.orgRegier, N. 60 Formative Assessments. Retrieved December 14, 2016, from http://www.stma.k12.mn.us/documents/DW/Q_Comp/FormativeAssessStrategies.pdf