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This line of questioning avoids both value statements or empty praise, and instead is used to guide students through an authentic assessment of their work.
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Monday, November 3, 2014
Authentic Assessment
How do you know what a student "knows and is able to do" in Art?
Marvin Bartel, in The Learner Directed Classroom (2012, Jaquith, Hathaway), highlights the usefulness of looking at more than just a single artwork when engaging in critique with a student. This process provides a rich opportunity for asking observational and affirming questions about the work - questions that don't judge or find fault, but instead ask the student to look closely and and make "positive choices" (pg. 139) about the work. Questions such as 'What do you notice first " or "How do the rims differ in these two cups?" lead the student to reflect on specific qualities in their work.
This line of questioning avoids both value statements or empty praise, and instead is used to guide students through an authentic assessment of their work.
This line of questioning avoids both value statements or empty praise, and instead is used to guide students through an authentic assessment of their work.