Item 4: I measure understanding against high expectations.

As an art teacher, I believe that formative assessments in the art classroom can look different from those in core classes. Therefore, I have developed and implemented several techniques that are tailored to my students' creative processes and abilities.

The first technique I use is planning and observation. I believe it is crucial to observe students during the brainstorming process to get a better understanding of their ideas and creative approaches. I take notes on their brainstorming, the materials they use, and the ideas they are trying to articulate to measure their progress accurately (Lyon et al…).

The second technique is using exit slips. I teach my students various techniques and show them examples of proficient work, but it is ultimately up to them to implement these skills and techniques. Exit slips allow students to summarize what they have learned and provide feedback on areas that require further review.

Another technique I use is the thumbs up/down strategy. This is a quick way to assess students' understanding of the information presented. Since students work at different stages of the creative process, it is essential to differentiate lessons to move them forward and revisit information with students who need additional support.

The fourth technique I employ is critique and gallery walk. Students often feel intimidated when receiving feedback on their in-progress art pieces from their peers. Therefore, I facilitate peer critiques, where students share and think together in small table groups, or a gallery walk where the entire class can provide constructive feedback to each other. This approach encourages students to learn from each other and not just the teacher in the room.

In my classroom, I also strive to communicate clear expectations to my students and encourage them to take full control of their learning. One way I do this is by co-creating and revising a rubric with my students. While I provide a sample rubric with standards and mastery marks, we simplify the language and rewrite the rubric to fit our needs as a class. This approach ensures that every student has the autonomy to steer their learning in a way that suits them best (Malytska et al…).

In summary, as an art teacher, I believe it is essential to use formative assessments that align with the creative processes of my students. I employ various techniques like planning and observation, exit slips, thumbs up/down, and critiques that enable my students to take full control of their learning. Furthermore, by co-creating a rubric with my students, I ensure that expectations are clear, and every student has the autonomy to learn in a way that suits them best.

References

Lyon, C. J., Nabors Oláh, L., & Caroline Wylie, E. (2019). Working toward integrated practice: Understanding the interaction among formative assessment strategies. Journal of Educational Research, 112(3), 301–314. https://doi.org/10.1080/00220671.2018.1514359

MALYTSKA, O., PATRON, I., CHABANENKO, N., SHVETS, O., POLISHCHUK, A., & MARTYNIV, L. (2022). Development of Art Education as a Basis for Sustainable Development of Society. Postmodern Openings / Deschideri Postmoderne, 13, 247–265. https://doi.org/10.18662/po/13.1Sup1/425