M8U7A1

Thu Nguyen

Cohort 01/2016

M8U7A1

REFLECTION ON INTASC STANDARD 6

In my teaching subject, no standardized test is required for the elementary level. Even so, it doesn’t mean no assessment exists. Assessment in art is not about preparing students for tests, it is about engaging students in their own growth and guiding them in the decision making.

The lesson is for the 3^rd grade in the Aboriginal Art unit. Students will work in groups to create their own stories illustrated by Aboriginal symbols.  Since we were already half way when I began videoing for the clinical and so I missed many periods showing formative assessment along the way. However, the video provides a snapshot of strategies used in both formative and summative assessment.

Critiques

It is a common practice in art to help students describe, analyze, interpret, and evaluate artworks of not only others but also of self. For young learners, critiques may be very sensitive but it proved to be one of the most effective strategies when it is appropriately approached. My young artists exercise critiques along the process of creating art. With this approach, students are given many chances to learn from mistakes, to adjust when possible, and therefore to meet the goal easier.

Teacher/Peer Feedback and Observation

Grouping strategy benefits not only students but also teachers. It surprised me seeing how my students took the active roles leading this project. Some groups worked beyond the expectations. When one member of the group was absent over many periods, the others worked harder for the absent peer in order not to miss the deadline. What I like was to see how different genders think and work toward the set goal. Girls are driven by imagination and details while boys are more determined, effective, and fast decision making. Conflicts and arguments were unavoidable especially for some individuals, but they show respect toward other’s ideas and opinions in groups. Beside keeping the pace and time, I provided many praises, motivations, and questions to guide the creating process.

Self-assessment and group evaluation

Since the nature of the final artworks requires the collaboration and creativity, for the first time, I empowered my students to do the assessment and give scores for self and for group. Their honesty and their maturity, as videoed, affirmed my trust. It totally convinced me that when students were involved in or aware of criteria and goal setting, which was fully described at the beginning of the unit, they become meta-cognitive and understood exactly what was expected of them.

Peer and self-assessment also helped to create a learning community within the classroom.  It gave students a sense of all the things they have to consider when setting and marking work, thus students can learn from their previous mistakes, identify their strengths and weaknesses, and learn to target their learning accordingly. This enables students to better understand assessment expectations and work towards improving their own performance. Generally, it can encourage students to take greater responsibility for their learning. Taking this a step further, it transferred the ownership to students, fostering deeper engagement with the assessment and their learning.

The final products spoke for effective strategies employed in this unit. I was extremely content with the imagination, creativity, collaboration, and the ownership my 3^rd graders exhibited. For the full collection of seven stories, click the link below. Enjoy!

https://sites.google.com/a/icsabidjan.org/mrs-le-s-art/3rd-grade