Elementary Photography

CritiqueA critique is an oral or written

discussion strategy used to analyze, describe, and interpret works of art.

SLO #2Students will identify and critique

the technical qualities, cultural elements and aesthetic values of their own and others photographic work.

Fall 2010 Results for Critique SLO

0: Inadequate 1: Developing 2: Adequate 3: Accomplished 4: Mastery0%

10%

20%

30%

40%

Fall 2010

ConclusionsWe value critiqueWe don’t teach critique (no alignment)Students are performing poorly on

critique

Recommendations for ImprovementRewrite curriculum of course to

include critique (course outline of record)

Develop a shared curriculum to teach critique

2010-2011 Comparison

0: Inadequate 1: Developing 2: Adequate 3: Accomplished 4: Mastery0%

10%

20%

30%

40%

Fall 2010Fall 2011

New Rubric for 2012 (more actionable)

2012 RecommendationsCreate new assignments that

foster development of critical thinking

Develop a shared photographic vocabulary list

Restructure critique steps to improve performance of ESL students

QuestionsWhat is the value of assessment?

What are your challenges to implementing assessment?

What are some ideas to overcome these challenges?

ASSESSMENT BASICS

Outomes, objectives, and rubricsLearning outcomes (big and

broad)Performance objectives (more

specific)

Rubrics (details go here!)

When to assess?FormativeSummative

Types of assessmentsTraditional Assessment

◦Quizzes, tests, essays, etc.Authentic Assessment

◦Case studies, role-plays, real world problems, etc.

Authentic AssessmentA form of assessment in which

students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills -- Jon Mueller

Performance tasks

Performance Tasks: What and How?Related to problem-based and

inquiry-based learningAssesses student ability and

facilitate student learning simultaneously

Consist of a “real world” scenario and an opportunity to apply learned skills/knowledge to a task or a solution that is authentic

Advantages of Performance TasksSolutions may not be obvious or

given; information may be conflicting or partial; and there may be competing frameworks or positions from which to view the situation

Integrate disciplinary content and critical thinking

Higher order thinking skills (analysis, evaluation, synthesis, application) are required for performance

Using Performance Tasks WellLearning outcomes drive the

creation of the performance, task, or product expectations

Rubrics are especially designed for the performance task so that they can be used for student self-assessment and evaluation, for diagnostic feedback and summative evaluations

AlignmentLearning OutcomeAssessmentLearning Activities in and out of

class

Flips normal curriculum design sequence

Requires reduction in content coverage

Develops mastery of identified skills

Role + TaskYou are a graphic designer for

The Economist. Create a digital image that metaphorically represents immigration reform. Write a letter to your editor justifying your design strategy and advocating for the use of your image.

Your Performance TaskCreate a performance task for

QL1 or QL2

Pedagogy for Performance TasksExamples and models of similar

performance tasks completed and used for critiques

Practice tasks for lots of “trial and error” and feedback

Attention to transfer of task related abilities

Student involvement in rubric design and/or use

Demonstration of how task skills will be used after graduation