Assessment Design Plan

Assessment has played a huge part in undergoing teaching practice. During my school placements, design plans were put in place for formative and summative assessment. Based on the duration of units of learning, assessing students prior learning and in some cases amalgamating projects with cooperating teachers to provide sufficient formative feedback so that students could bring their learning through to another project or in some cases be summative and give a break down of results.

Students sketchbooks have and continue to play a progressive role in assessment. Here teachers can discuss one to one work in progress, submit feedback and students can use their sketchbooks to present work and ideas in group critiques. Encouraging students to develop a narrative and discussion around their artwork with the sketchbook as a visual guide.

Here is an example of a design plan for a 2nd Year Unit of Learning. The scheme of work is based on creating a series of relief drawings that represent scenes from the film 'Under the Hawthorn Tree'. The 3 forms of assessment are ; Formative, Self and Summative. The plan maps out the types of assessment expected throughout the various stages of the project; research, initial ideas, process of development and realised work.

As part of the PME course in Limerick School of Art and Design, myself and members of my course conducted a SLAR post placement to discuss students work. This is in keeping with the new Junior Cycle Visual Art assessment framework and gave a beneficial insight into how these meetings are conducted within subject departments with cooperating teachers or other teachers within the community. The work I discussed was from a second year group. The work that members of my community of practice showed gave an insight into how the approaches to, subject matter and variety of work is interchangeable throughout schools. During the SLAR we focused on discussing students work that still needed to be assigned descriptors and displayed examples of work from each descriptor that we best felt displayed those levels of competencies.