7. Assessment for learning

“Assessment is today’s means of modifying tomorrow’s instruction” – Carol Ann Tomlinson

Each Unit of Learning I deliver feature elements of Assessment for Learning and more specifically Formative Assessment. Assessment for Learning aids in improving students learning and their academic achievements. Feedback, inclusion and student autonomy are the core principles I bring into my classroom practice. Focusing on identifying where the students are in their learning and where they need to go. At the start of each class or when we start new projects the students are made aware of the success criteria. Usually printed onto the brief for them to refer to. This promotes student anatomy and ownership. ASL invites the students to be more involved in their learning, to own what and how they learn. With my 5th years we co curated the learning outcomes and what success will look like. Involving them in their assessment allows them to take ownership for their learning.

Assessment for learning also feeds into differentiated instructions. Success looks different for everyone and this needs to reflect into the planning and delivery. Art education has played a key role in creating a classroom environment that accommodates all learners regardless of their ability or background. In my experience, planned interactions that are students led is the most effective way to engage all the students. This can be delivered through questioning strategies like blooms taxonomy. That features different levels of questioning from low to high order.

Other methods are constructive feedback, guiding the students towards areas they are doing well and one area they can improve on. Feedback is very important at the moment, no hands on guidance can take place because of Covid-19 so verbally communication is extremely important. I can also adjust the Unit of Learning to fit the students need. Teaching is an evolving activity.

Formative assessment is considered good classroom practice as it takes place over multiple lessons and results in ongoing communication and development in conjunction with the students. By identifying their needs I can identify areas the students are weaker in and the skills they need to improve.