Assessment for Learning in Art & DesignContext:

The Art and Design department at The Mary Webb School has operated a system of assessing andmonitoring progress across Key Stages 3 and 4.

There has always been ongoing assessment procedures used by the department but these wereformalised and documented more explicitly in 1999.

Brief description:

Response to Art department priority to develop a coherent assessment programme including; targetsetting, monitoring progress, self-assessment and evaluation. Documentation would also supportteachers in keeping records in both oral and written feedback to students on their work and attitudeto learning;

Self assessment and evaluation record sheets produced for each unit taught to Key Stage 3 seeexample A;

Progress monitoring sheet for teacher use Key Stage 3 see example B; GCSE Coursework monitoring booklet for Key Stage 4 student use see example C; Art and Design GCSE Targets/Results teacher recording sheet see example D; Students are instructed to complete the records which use either the attainment targets from the

National Curriculum for Art, or the assessment criteria for GCSE Art and Design; Pupil portfolios and sketchbooks; Teachers mark book.

Year 7 Pupil Portfolio and Sketchbook Close up of a Year 7 Ceramic Sculpture

Year 7 Ceramic Sculpture with sketchbook Year 7 Ceramic Sculpture with sketchbook

Methodology Key points:

Assessment criteria made explicit to students and recording methods made clear; The structuring of experience with open ended outcomes providing appropriate challenge for all

pupils. Encouraging risk taking and experimentation within a clear framework. Clear aims and objectives frequently shared with pupils; giving reasons and explaining processes

along the way, revisiting key factors underpinning achievement and progress. Using secure subject knowledge; effective planning and the teaching of the critical skills to enable

all pupils to succeed at their own level and progress using differentiated tasks and support. Identifying progression; being clear about the processes and tasks that pupils undertake, so that

pupils know what they must do to improve; their `tool kit` and skills necessary for success. Modelling of work and showing exemplar material; demonstrating practical skills and sharing pupils`

successes to reinforce positive achievement; this includes regular use of sketchbooks. Effective feedback, both written and oral identifies;

1. What was achieved/well done against the lesson objectives/learning intentions?2. What now has to be done in order to progress/improve?3. How or by what activity will this be achieved?

Rachels large Silk Painting andplanning work [2xA1 size sheets]

Rachels Comment:I think I showed good development within myplanning. Also, I used a range of materials andexplored a lot of artists work. I can improve byshowing greater depth in some of my drawingsand experiment more by doing drawings ofdifferent sizes. Also, for my next exam piece, Ishould be more clear and pace myself better toenable me to spend enough time on each section.

Rationale:

Develop a manageable and effective system of assessing progress and achievement across KeyStage 3 and Key Stage 4 in the Art department.

Monitor and track pupil performance. Use appropriate assessment procedures to inform teaching and learning as a means of raising

achievement. Assessment procedure is based on the guiding principles of assessment, which underpin the

departments approach. These include:

- Pupils confidence, enjoyment and pride in theirwork, although not always easy to assess,remains vital to their artistic development andprogress;

- Pupils need the security of a clear pattern,direction and purpose in their work, as well asthe stimulus of variety and change. Here, theteacher needs to make the process explicit;

- Making informed judgements and assessmentson pupils performance, progress andattainment is a continuous process which isfundamental to the nature of teaching andlearning;

- Judgments in Art and Design are based onwhat pupils produce, as well as what they areable to say about their work through discussionand feedback;

- Assessment is related to the abilities andperformance of the individual; in comparison tothe rest of the class or year, and in line withnational standards.

Year 9 unit on AfricanArt planning andfinished clay sculpture

Teacher comment:A stunning group of design sheets. I love the way that you havearranged and annotated your drawings and research work. Perhaps you could produce some simple developmental

drawings on another sheet showing how you are going torealize your final ideas in pottery. This work is of a highstandard.

Conclusions:

Assessments should:

Be manageable for the teacher and useful for the students; Involve the minimum of time and effort. Avoid duplication of information already known. Provide information which is demonstrably useful and relevant, based on judgements of pupils

classroom work; including independent work and use of sketchbooks. Inform and support the teaching and learning.

Assessment in Art and Design can be problematical for two reasons:

- Firstly, because the attributes of artefacts cannot be quantified and measured; judgements arequalitatively based and must inevitably entail a degree of subjectivity.

- Secondly, artefacts are perceived via the senses and there is an inevitable loss in the translationof their qualities into words and grades the language of assessment.

Nevertheless, a teacher can for example, establish progress in the struggle of a pupil to represent anaspect of reality in a drawing; or establish that one child than another is more able to produce a wellcrafted and imaginative piece of ceramics; or recognise that one pupil may think of many, rather thanfew alternative responses to a design problem.

All Art and Design teachers are able to do these things and can reach agreement through theestablishment of clear agreed criteria and moderation procedures.

Questioning:

The most immediate and accessible way for a teacher to assess learning is through questioning. Pupilsare given informal verbal assessments and evaluations of their work as it progresses as part of the on-going teaching and learning process. Encouraging analysis through questioning is a critical skill forteachers, providing appropriate challenge for all pupils. Taking a keen interest in pupils work promotesself esteem and raises achievement. Effective questioning encourages pupils to listen and respond tothe teacher, as well as speculate, ask and `receive` questions.

Written assessments should:

Show appreciation and celebrate achievement Give appropriate guidance. Provide developmental points to help pupils to identify strengths and targets for improvement. Help

pupils to understand the high quality of what they often produce.

Evaluation

Case study of Rachel, a current Year 10 student scrutinizing her progress from Year 7 onwards - Seephotographs of Rachels work throughout the document.

Tracking progress - Examples of Rachels completed record sheets and related work showingprogress from Key Stage 3 to Key Stage 4, Year 10. (Appendices See examples A. and C.)

Progression is shown by quality of outcome [process and product], as well as the Rachelsincreasing ability to evaluate her own learning. She identifies strengths, weaknesses and personaltargets. Examples of work linked to Self Assessment and Evaluation Records See Appendices Example C.

Independent learning and progression is most evident through the developing sketchbook work,depth of planning, scale and variety of ideas and techniques undertaken.

What makes the difference?

The quality and level of questioning is important in directing pupils to develop and progress in theirwork. Equally valuable is careful marking to assessment criteria and detailed feedback on key pieces.

The examples of Rachels work and her assessment records exemplify the progress she has madefrom Key Stage 3 into Key Stage 4. There is evidence of the development of an independent learnerbecoming a confident and mature student who self assesses with competence. Over time she seemsincreasingly prepared to take risks with her work.

Additional planning sheets from Rachels SilkPainting project in Year 10. [All Design Sheetsare A1 size]

Next Steps:

Undertake a system of work scrutiny across the department at regular intervals. Identify indicatorsof progress in pupils work and programmes of study throughout the key stages. Sharing identifiedlearning indicators with other teachers and the pupils.

Use of focussed paired discussion work on assessment and learning points, through the use of keywords and scaffolding. Feedback from paired discussion work built into the lesson structure/plan.

Another of Rachels coursework projects in Year 10 Large A1 size Relief Collage based on Birds andLocomotion

D. J. Farlow. Head of Art and Design Mary Webb School

Appendices:

Example A. Self Assessment and Evaluation Record - Key Stage 3. Example B. Progress Monitoring Sheet for teacher use Key Stage 3. Example C. GCSE Coursework monitoring booklet for Key Stage 4 student to use. Art and Design GCSE Targets/Results teacher recording sheet.

Example A (1)

Example A (2)

Example B

Example C

Example D