Assessment
Formative and Summative Assessment
Assessment is an integral part of the learning process at all levels of schooling. Primarily it has two functions; to inform decisions about the learning experience and report on achievement. It is my aim to support and nurture a whole-school approach to professional development and capacity building in developing effective, ongoing assessment practice which supports students' learning. Some examples of this are; through the shared development of and the open sharing of the learning intentions and success criteria, effective questioning, formative feedback and through students reflecting on their learning.
'Assessment is the process of generating, gathering, recording, interpreting, using and reporting evidence of learning in individuals, groups or systems. Educational assessment provides information about progress in learning, and achievement in developing skills, knowledge, behaviours and attitudes' NCCA
“The quality of assessors is critical to the quality of the assessment result.”
― Pearl Zhu, Quality Master
Formative Assessment
I utilise formative assessment strategically and consistently in my classroom to empower my students to identify their strengths and weaknesses and target areas that need work. It allows me to apply a range of formal and informal assessment procedures during the learning process in order to modify teaching and learning activities to improve student attainment.
PDF Formative Feedback - NCCA: https://www.ncca.ie/media/1925/assessment-booklet-3_en.pdf
Classroom-Based Assessments in Visual Art: https://www.curriculumonline.ie/getmedia/96b1498e-8eac-4391-80b0 2744098568fe/Assessment_Guidelines_Visual_Art.pdf
Summative Assessment
Summative assessment, or assessment of learning, can take many forms. I feel it is crucial to involve the students in the development of the success criteria by which they are being assessed. Below are some summative assessment types that I use in my classroom:
Assessment and Reporting NCCA:
Junior Cycle Visual Art: https://www.curriculumonline.ie/getmedia/a5e1d208-4550-4745-a9b4-177efffcd1ee/Specification-for-Junior-Cycle-Art.pdf
Senior Cycle Visual Art: https://www.curriculumonline.ie/Primary/Curriculum-Areas/The-Arts-Education/Visual-Arts.
NOTE Changes made to Leaving Certificate Art in 2020.
https://www.curriculumonline.ie/Senior-cycle/Senior-Cycle-Subjects/Art/Visual-Studies/
Visual Art Ten Week Assessment Plan
Assessment as part of the learning process
A strong well thought out assessment structure is crucial for achieving the best results from students. Here is an example of assessment types I use throughout projects.
Visual Art Assessment Screencast /CBA's/SLAR's
This screencast explores the Visual Art Assessment curriculum at Junior Cycle in Ireland. It places special attention on
1. Classroom-Based Assessment 1 (CBA1) and Classroom-Based Assessment 2 (CBA2)
2. The Subject Learning and Assessment Review meetings (SLAR); Descriptors: Exceptional, Above Expectations, In-Line with Expectations, Yet to meet expectations and The Descriptors as laid out by the NCCA. Classroom-Based Assessments in Visual Art: https://www.curriculumonline.ie/getmedia/96b1498e-8eac-4391-80b0 2744098568fe/Assessment_Guidelines_Visual_Art.pdf
1. Classroom-Based Assessment 1 (CBA1) and Classroom-Based Assessment 2 (CBA2)
2. The Subject Learning and Assessment Review meeting (SLAR).
SLAR: Small Snippet of discussion about students work during a SLAR. Through reflection, evaluation and discussion with professional peers, a deserving result was met.
To access the all relevant links for assessment at Junior Cycle and Senior Cycle visit