Within my development as a practicing teacher, I have used
a variety of assessment methods to suit different functions. I have also
encouraged pupils to use self-assessment methods, which has been a learning
curve for them, particularly with the new visual art curriculum, as pupils have
been accustomed to summative grading systems. Assessment informs my teaching
practice in that I learn about my teaching methods – what works and what does
not work. This blends with the reflective element of the practice to help me
make links between student learning and teaching methods.
In the future, I hope
to adopt more diagnostic assessment that originates in a dialogue with the
pupil. This ongoing dialogue would inform a negotiated assessment that would
set targets for the pupil on terms agreed or set by the pupil themselves in alignment
with learning outcomes for the scheme of work or project. For this type of
assessment to work, the pupil needs to be clear about the learning that was
envisioned and the learning that occurred for them personally. Such negotiation
sets up a motivation for the pupil and allows pupil ownership of personal
learning.
Another way I would like to improve my methods of
assessment as a teacher is to keep a tracking sheet of daily classes which will
help me to recognise patterns of learning for each individual pupil. It will also
help me to monitor behaviour and will be a quick reference guide for communication
with parents or year heads. It may indicate areas of difficulty for pupils,
which would be effective for pupils who may not verbalise their struggles –
either curricular or from their personal experiences.
I enjoy that the etymology of the word ‘assessment’ comes
from the Latin word ‘assidere’, which meant ‘to sit beside someone’. It implies
that there is no judgement per se and that as a teacher, one is co-creating understanding
with the pupil. It will take some time for the new curriculum to settle in and
with that, students’ attitudes towards assessment and their own learning to
shift towards one that is more autonomous for the student.
In line with the idea of the exposition of learning
outcomes to students is the idea of co-creation of assessment. In a way, the new
Junior Cycle Visual Art curriculum also allows pupils a broader curriculum from
which to co-create the content of the curriculum. This of course depends on the
classroom environment created by the teacher.
The following link is an example of
students co-creating assessment and the content of their course.
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