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TERM 4 assignments

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Evelyn:

- to monitor progress in a more reliable way rather than impression

- Collect data to future planning and evaluation

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Joy: Gives us unique insights to their strengths and challenges, to cater to their learning experience and fosters self-expression and communication skills

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Fatini: Assessing is important to know what level our student is at and how to progress the child moving forward. It gives us feedback if what we’re teaching our student is efficient (go slow or go fast)

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Dian: Shows us how they view/ make sense of the world they live in.

- ⁠Visual representations might be easier for them to understand/ communicate with

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Ernie:

1. Track their progress

2. Understand individual expression

3. To be informed of our teaching and practices

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Observation - we’ve been doing it since forever

Portfolios - Provides a good record for me to gauge where the student is at. The evidence is in the work.

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Ernie~

Observation. As it is the basic fundamental method.

It would be nice to see a percentage of students able to do visual journals as well as exhibition.

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Fatini: Personally I really like the exhibition part because I find it satisfying to see my art work up and completed.

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Portfolio - Able to see the full progress of their abilities from start to end, and see where in the curriculum they have strength in and where they need more help with

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Observation (including photos and videos) resonates with me the most as it is the main mode that we have been doing - it helps to document the progress as well

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Exhibition! My kids really enjoyed it last term, and it were proud of their work they did through the term. It gives them a chance to evaluate not just themselves but others, it also builds their social and communication skills

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Very detailed and comprehensive catering to the different levels, i think that it is a good tool for us to also plan what we want to teach, and also know who we teach, and cater to their level. Can understand the 4 cs, but how do we record the data? Is there a format/template? Also is it doable?- we would have alot ot kids, alot of data to track, alot to asses, how can we manage this

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Well thought of so that they are linked and can make sense to the students (from junior to senior)

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Fatini: I find it a bit daunting tbh. I’m thinking that if everyone in the team will be leaving this school, and there will be lesser people in VA. Will it be a crazy amount of workload for us? I’m sure it’s doable!! But the pressure, the time frame, the dedication is a lot! 🤣

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There is a guideline to help to frame things and allow refinement along the way. It may look 'massive' and 'messy' hence need to put it in practice to know how effective it is. Need to put it phrases to so that it is manageable.

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Reflection

Will have to think quick and adapt and cater accordingly for the Senior assessment. (I would like to believe that the juniors assessment is straight forward). I think personally now, I have a nice overview of what is expected in the future :)

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R1. I am happy to see the development of va s&s. We had nothing, now we have something.

R2. There will be changes, adaptation as we rolled out the whole curriculum. We need to be open to go through it, share our opinion and to adapt accordingly for our students' needs.

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Finding other ways and methods that can help make the prep must easier and efficient so that the team is able to do other projects which can really help with the VA lessons

eg, cricut machine for cutting prep, or getting each class teacher's to help cut own amount, etc

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Fatini: I learned how to do up curriculum objective. That was my first time in my 4ish years of working here. It sounds easy, but kinda difficult too. I’m glad we have some time to trial it until the end of the year- instead of just immediately starting it without any “practice” in our own classes. I liked that we were given time to try it out on our own during today’s session, it’s like my frontal lobe suddenly developed 🤣

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1. That we might not get it at first, but if we persist, we can learning something new

2. That it is not easy, and it was hard to figure out, but by being patient and stepping back, I was able to slowly understand the whole picture - looking at how the assessment is going to be crafted/formed

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Fatini: a challenge I faced was definitely creating the curriculum rubric with 0 experience and an empty head (despite using ChatGPT). It’s actually tedious and really must sit and think it through. I’m glad we practiced creating it during the session today.

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I think for me the newness of it, cause none of us have done this and this is new to visual arts. To understand how to craft the assessment and also challenging our own thoughts/ways on how to do it, turns out there is alot of learning curve which was challenging for me

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Reflection

I think the activity and discussions we had gave us a taste of what’s it’s like piecing together a curriculum. Not the whole thing, but snippets of what’s to be expected, it’s challenging but it’s also exciting HAHAHHA.

Having an overview of the timeline for the year puts things into perspective as well. Having space for us to trial this out gave me lots of relief, knowing that it’s not set in stone and is still evolving as we go along. More time for us to familiarise and practice.

It’s challenging but I think we can take this! 💪🏼

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Curriculum thing is new to me, and it requires a lot of brain juice. Am not prepared to be brain squeezed. But I’ll do my best ✌🏼

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It is a very new thing for me to come up with the curriculum assessment. It makes me think more about how the curriculum is thought of for the kids and how every child's abilities needs to be considered as well.

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Understood the process rather fast but having to put into consideration the different abilities of the kids was what made it tougher, but it helped me do my assessment better even with the help of chatgpt.

I liked the idea of putting it to trial with our own individual classes first before we come again and discuss it again. That way, I think that the assessment rubrics would not be too individualised and can be used for all levels.

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https://drive.google.com/drive/folders/11_e30yvyusmAW63BJ1vKpIqlF7AMsrf-

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LIST OF ARTWORKS to be categorised into

1. Programme (J7-S18)

2. Functional Levels (L1-7)

3. Focus areas

4. Art Forms and materials

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Adlina

The Assessment rubrics is clear enough for me to know where to place my student at. If I am unsure how to asses based on the visual qualities alone, the non-verbal indication example helps to place them more accurately :D

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Adlina

Some of the levels have a big gap, which makes me unsure where to place them as they are in between levels.

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How can we asses if the child may not need the need that prompt support level but fit the decription (e.g. can write > student can do' abc ' indepdently or with minimal support?

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what if they are in between levels? how do we edit our rubric to fit them so?

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DIAN/Fatini

-Criteria's are very straightforward and simple to understand.

-Easy to assess the students.

-Different students need to be assessed differently, e.g. student A can verbalize the answer, student B can point to the answer, student C need task folder.

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Dian/Fatini

-For level 5 onwards, there may be too many goals in one criteria.

Example:

Level 5: identify and name multiple shapes + recognize variations.

If a student is able to identify and name multiple shapes, but is unable to recognize variations, do we categorize the student in level 4 or 5?

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Dian/Fatini

-Do we need to use this data sheet for pre-assessment and assessment? This data sheet is used for other domains in class.

-The range of students level is varied. Hence, teaching is a little bit difficult. e.g. 2 students in level 1-2, 2 students in level 3-4, and 2 students in level 5-6.

It can be frustrating because we want to push students in level 5-6, but other students are stuck in level 1-4. So how do we support our students?

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Instruction

With one student in mind, assess him/ her using the assessment sheet for L.O. 1.1. Feedback on the following:

1. What is the strength?

2. What do you think can be improved?

3. Compare and contrast with the version that you created, what else should be included/ not included?

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ADLINA'S CHECKLIST

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DIAN & FAITINI'S CHECKLIST

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JOY'S CHECKLIST

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EVELYN'S CHECKLIST

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I like how the descriptions is easy for for me (non va-trained) to understand. The examples of beh' also gives me ideas on what i would imagine to look out for as i am assessing the student.

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The rubrics is much simpler compared to the ones we made where level 6 & 7 were very complex. This rubrics can be used more easily across the entire school.

It's easy to understand as well which makes it easier for the teachers to use when we need to assess the students.

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Q: Can we choose the magnet shapes process as final artwork for assessment of 4C? What kind of product can we use for final assessment of the 4C?

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Q: Why do we choose the best artwork of each individuals for assessment instead of having the same final product as a standard assessment?

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Q: How do we ensure a fair process DURING assessment? What kind of process is important for a fair assessment?

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SHARE: Before the workshop,…… but now after the workshop …….

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Group A

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ANG YING CHUANG ANGELIA (HONG YINGQUAN) SAAC

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Group A_12/11: Round 2_Visual Rubric Levels 1-7 Team Standardisation

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Group B

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GroupB_ 12/11: Round 2_Visual Rubric Levels 1-7 Team Standardisation

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Before: Clueless (Fomo)

After: Ahh I get it now

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I have a better understanding of the TLC assessment which will help me assess my students next year especially when I am teaching my class.

- Thana

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Before: blank slate

After: better understanding of the macro view of the curriculum. Better understanding of the purpose of assessment and the ways to assess

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Before the workshop, I thought everything would be smooth and easy, just tick tick then everything is fine.

Now I understand that this is harder than it looks and I should work with my visual art mates when I have inquiries