CREATIVE ARTS UNDERSTANDING ASSESSMENT IN CREATIVE ARTS 1

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CREATIVE ARTS UNDERSTANDING ASSESSMENT IN CREATIVE ARTS 1

CREATIVE ARTS UNDERSTANDING ASSESSMENT IN CREATIVE ARTS 1

ACTIVITY 17: DEVELOP ASSESSMENT STRATEGY FOR OUTCOMES: At the end of the activity participants

ACTIVITY 17: DEVELOP ASSESSMENT STRATEGY FOR OUTCOMES: At the end of the activity participants will be able to: • Understand the requirements for assessment in Creative Arts • Develop a quality assurance instrument for assessment tasks • Develop an assessment strategy for Creative Arts assessment activities 2

INSTRUCTIONS • Read Section 4 (p 79) in the CAPS, NPA (p 3 -5)

INSTRUCTIONS • Read Section 4 (p 79) in the CAPS, NPA (p 3 -5) • Discuss following questions and prepare a group presentation: – Why is assessment important? – What is the difference between formal and informal assessment? – Are they equally important? Yes/No Substantiate

ASSESSMENT: DEFINITION • Continuous planned process of identifying, gathering and interpreting information about the

ASSESSMENT: DEFINITION • Continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment

BASIC ASSESSMENT PROCESS Evidence Interpret the evidence Decision

BASIC ASSESSMENT PROCESS Evidence Interpret the evidence Decision

What possible decisions could a teacher make as a result of assessing learners? The

What possible decisions could a teacher make as a result of assessing learners? The teacher might decide to. . . • • Report on learners’ progress Re-teach something Provide extra help for some learners Move on to the next topic Revise his/her teaching program Learn something new about the subject Learn something new about teaching

QUESTIONS A TEACHER MUST ANSWER BEFORE ASSESSING LEARNERS. . . • What is the

QUESTIONS A TEACHER MUST ANSWER BEFORE ASSESSING LEARNERS. . . • What is the PURPOSE of the assessment? • What EVIDENCE do I need? • How will I OBTAIN that evidence? • What will I DO with the evidence?

PURPOSE Some reasons for assessing learners. . . • To allocate marks/grades or make

PURPOSE Some reasons for assessing learners. . . • To allocate marks/grades or make decisions about certification • • • To provide feedback to learners To diagnose learner difficulties To report progress to parents TO HELP LEARNERS LEARN To improve teaching

DIFFERENCE BETWEEN INFORMAL AND FORMAL ASSESSMENT • Assessment for learning- informal assessment • Assessment

DIFFERENCE BETWEEN INFORMAL AND FORMAL ASSESSMENT • Assessment for learning- informal assessment • Assessment of learning – formal assessment

INFORMAL ASSESSMENT • Assessment FOR learning - collecting information on learner achievement to improve

INFORMAL ASSESSMENT • Assessment FOR learning - collecting information on learner achievement to improve learning (CAPS: 79; NPA: 3) • Daily monitoring / observation of learner progress • Use to give feedback to learners • The information about learners is used to plan future lessons • Results of informal daily assessment are NOT formally recorded unless the teachers wishes to do so • The results of daily assessment tasks are not taken into account for promotion and certification purposes • Builds towards formal assessment

FORMAL ASSESSMENT • • • Assessment OF learning All tasks that make up the

FORMAL ASSESSMENT • • • Assessment OF learning All tasks that make up the formal programme of assessment for the year Ensure that assessment criteria are very clear to learners before assessment Such tasks are marked and formally recorded for progression purposes Formal tasks are subjected to moderation- quality assurance and standards Examples: Tests, examinations, practical demonstrations, projects, design and make, case studies and assignments

FORMAL ASSESSMENT Due to the short time allocated for each art form (1 hour

FORMAL ASSESSMENT Due to the short time allocated for each art form (1 hour per week), assessments must be part of learning and not seen as separate event. (CAPS, page 79) 12

PROGRAMME OF ASSESSMENT The programme of assessment is designed to spread formal assessment tasks

PROGRAMME OF ASSESSMENT The programme of assessment is designed to spread formal assessment tasks in all subjects in a schools throughout the school year.

SCHOOL-BASED ASSESSMENT (SBA) Phase End-of-year examination % Foundation Phase SBA % 100% Intermediate Phase

SCHOOL-BASED ASSESSMENT (SBA) Phase End-of-year examination % Foundation Phase SBA % 100% Intermediate Phase 75% 25% Senior Phase 40% 60% FET 25% 75% 0 NPA: 5

ACTIVITY 17: DEVELOP AN ASSESSMENT STRATEGY FOR ASSESSMENT ACTIVITIES • Choose an art form

ACTIVITY 17: DEVELOP AN ASSESSMENT STRATEGY FOR ASSESSMENT ACTIVITIES • Choose an art form and develop an assessment strategy for each of the art forms according to the topics in Section 3. Focus on: • What is the purpose of the assessment? • Formal or informal? • What should be assessed? • When does the assessment take place? • Who assesses? • What with (instrument/tools)? NT 15

ASSESSMENT ITEMS DEVELOPMENT TOOL/CHECKLIST CURRICULUM • Are the CAPS requirements covered adequately? • Have

ASSESSMENT ITEMS DEVELOPMENT TOOL/CHECKLIST CURRICULUM • Are the CAPS requirements covered adequately? • Have the correct topics been addressed? • Have any topics been neglected or over emphasised? 16

ASSESSMENT ITEMS DEVELOPMENT TOOL/CHECKLIST COGNITIVE LEVELS • Has a grid for cognitive levels, marks

ASSESSMENT ITEMS DEVELOPMENT TOOL/CHECKLIST COGNITIVE LEVELS • Has a grid for cognitive levels, marks and time allocation been completed? • Is the mark allocation to each question in keeping with the time weighting? • Does the assessment item allow for the average learner to have a reasonable chance of passing? • Does the assessment item cater for diversity? 17

ASSESSMENT ITEMS DEVELOPMENT TOOL/CHECKLIST QUALITY OF QUESTIONS/INSTRUCTIONS • Is the numbering sequence of the

ASSESSMENT ITEMS DEVELOPMENT TOOL/CHECKLIST QUALITY OF QUESTIONS/INSTRUCTIONS • Is the numbering sequence of the questions correct? • Are all the instructions clear? • Are all questions /instructions framed without ambiguity? • Are the diagrams, graphs, pictures and tables clear, user-friendly and appropriate? • Are there a variety of question types? • Is there precise indication of the mark allocation? Do the marks allocated add up to the total indicated? 18

ASSESSMENT ITEMS DEVELOPMENT TOOL/CHECKLIST QUALITY OF TEACHER’S MEMORANDUM • Is there a Teacher’s Guide/Notes

ASSESSMENT ITEMS DEVELOPMENT TOOL/CHECKLIST QUALITY OF TEACHER’S MEMORANDUM • Is there a Teacher’s Guide/Notes attached to the memorandum? • Does the memorandum allow for alternative answers? • Does the memorandum correspond / instructions talk to the question paper? • Are the instructions and notes user-friendly? 19

COGNITIVE LEVELS OF QUESTIONS Creating Evaluating Analysing Applying Understanding Remembering Question No. Cognitive level

COGNITIVE LEVELS OF QUESTIONS Creating Evaluating Analysing Applying Understanding Remembering Question No. Cognitive level that is targeted Total Marks allocated to Question Time allocated to Question TOTAL S % of total 20

FORMAL ASSESSMENT: COGNITIVE LEVELS ACTIVITY % OF TASK LOW Repetitive skills in each art

FORMAL ASSESSMENT: COGNITIVE LEVELS ACTIVITY % OF TASK LOW Repetitive skills in each art form 30% MEDIUM Application of skills. Analysis of artworks. Written assignments requiring comprehension. Creative work. synthesis of skills and knowledge into arts works; evaluation of arts works 40% HIGH 30% 21

FORMAL ASSESSMENT Practical work: Assessment track progress through class observation of practical work and

FORMAL ASSESSMENT Practical work: Assessment track progress through class observation of practical work and build up to a final practical assessment task in each art form in the term 4. Written work: Due to the shortage of time, written assessments are limited to one written assignment/test per art form per year and an endof-year written examination paper. CAPS: 80 22

PROGRAMME OF ASSESSMENT Formal assessments End-of-year examination (SBA during the year) 40% (80 marks)

PROGRAMME OF ASSESSMENT Formal assessments End-of-year examination (SBA during the year) 40% (80 marks) 60% (120 marks) Assessment of practical work in two art forms 30% Assignment/written test in two art forms 10% Performance/presentation in each art form 40% Written examination paper/s with questions from each selected arts form 20% Assessment per term Term 1 Term 2 Term 3 Term 4 Practical assessment Written assignment or test Practical assessment Practical examination Art form 1: 10 marks (5%) Art form 1: 40 marks (20%) Art form 2: 10 marks (5%) Art form 2: 40 marks (20%) Practical assignment/test Written examination Art form 1: 10 marks (5%) Art form 1: 20 marks (10%) Total 10% Art form 2: 10 marks (5%) Art form 2: 20 marks (10%) Total 20% Total 10% Total 60% Practical class work throughout the year should lead up to the final practical examinations in the two art forms. 23

ASSESSEMENT REQUIREMENTS PER ART FORM • What are the formal assessment requirements for each

ASSESSEMENT REQUIREMENTS PER ART FORM • What are the formal assessment requirements for each art form? • Refer the table on page 88, CAPS and develop a term and an annual composite mark schedule/sheet for Creative Arts reflecting art forms (depending on the choices the learners have would have made). 24

PROGRAMME OF ASSESSMENT DANCE CAPS p. 82 -83 DRAMA CAPS p. 83 – 84

PROGRAMME OF ASSESSMENT DANCE CAPS p. 82 -83 DRAMA CAPS p. 83 – 84 MUSIC CAPS p. 85 – 86 VISUAL ARTS CAPS p. 86 - 87 25

RECORDING & REPORTING Term 4 Written Total art form 2 20 10 40 20

RECORDING & REPORTING Term 4 Written Total art form 2 20 10 40 20 100 200 ÷ 2 Creative Arts Total Term 4 Practical 10 Term 1 Total art form 1 Term 4 Written Term 4 Practical Term 3 ART FORM 2 Term 3 Names of learners Term 2 Maximum marks Term 2 ART FORM 1 Term 1 Criteria 10 20 10 40 20 100 26