Assessemt in Learning
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
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
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