BAE309R Assessment In Art And Design Assignment Sample SUSS Singapore

The assessment process is an important part of teaching and learning. In this module, students will be introduced to the foundations for assessing education-related topics as well as various modes that can make meaningful use in art classrooms such as formative or performance-based assessments depending on what type best suits your needs. Furthermore, students will investigate and analyze the advantages and disadvantages of each type.

Assessment is a critical component of education because it provides educators with data that can be used to improve instruction and student learning. In this module, you will learn about the different types of assessments that are available to teachers, as well as the advantages and disadvantages of each type. You will also have the opportunity to explore various assessment tools and resources that can be used in the art classroom. By the end of this module, you should be able to select and implement assessments that are appropriate for your students and your instructional goals.

Many different types of assessments can be used in the art classroom. Some common types of assessments include:

1. Formative assessments – These assessments are used to monitor student learning and provide feedback that can be used to adjust instruction. Formative assessments are typically informal and do not count towards a student’s grade.
2. Summative assessments – These assessments are used to evaluate student learning at the end of a unit or semester. Summative assessments are typically more formal than formative assessments and often count towards a student’s grade.

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Assignment Task 1: Identify the various learning theories and their influences on assessment. 

There are a few different learning theories that have had a big influence on assessment. The first theory is behaviourism, which is the idea that learning is based on observable behaviours. This theory has been a big influence on how we measure student progress and determine whether or not they have learned something.

Another theory is cognitive development, which focuses on the idea that people learn best through their own experiences and interactions with the world around them. This theory has led to more personalized forms of assessment, such as portfolios and projects that allow students to show what they have learned in their way.

The last theory is constructivism, which states that learners create their understanding of the world through interaction with others and their environment. This theory ha ss has been a big influence on how we design learning experiences, as it emphasizes the importance of active and collaborative learning. It has also led to the development of alternative assessment methods, such as problem-based learning and simulations.

Assignment Task 2: Examine different assessment approaches in teaching and learning.

When it comes to examining different assessment approaches in teaching and learning, there are a few key things to keep in mind.

First, it’s important to understand the different types of assessments that are available. Common assessment types include paper-and-pencil tests, performance-based assessments, and portfolios. Each type of assessment has its strengths and weaknesses, so it’s important to choose the right type of assessment for your specific needs.

Another key factor to consider is how assessments will be used. Will they simply be used to measure student achievement, or will they also be used to inform instructional decisions? This is an important distinction, as studies have shown that assessments are more effective when used for both purposes.

Finally, it’s also important to think about how often assessments will be given. Will they be given regularly, or only when needed? How frequently assessments are given can also impact their effectiveness.

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Assignment Task 3: Discuss the advantages and limitations of various modes of assessment.

There are a variety of modes of assessment, each with its advantages and limitations. The most common modes of assessment are exams and essays.

Exams are a good way to measure students’ overall understanding of the material. They are also efficient because they can be administered at the end of a course to determine whether students have mastered the material. However, exams can also be stressful for students and may not allow for enough time for students to demonstrate their understanding of the material.

Essays allow students to demonstrate their understanding of the material in more depth than is possible on an exam. They also provide an opportunity for students to show their ability to think critically and engage with the material. However, essays can be time-consuming to grade, and it can be difficult to assess how well a student has understood the material if they do not receive a good grade.

Assignment Task 4: Appraise the appropriateness of an assessment approach for the purpose it serves 

The appropriateness of an assessment approach for the purpose it serves should be assessed on a case-by-case basis. In general, however, an assessment approach should be appropriate if it accurately measures what it is supposed to measure. The appropriateness of an assessment approach may also depend on the criteria or standards set for making judgments about student learning.

An assessment approach should not be used if it does not accurately measure what it is supposed to measure, or if the judgments made about student learning are not based on valid and reliable criteria or standards. It is important to ensure that all stakeholders—including students, educators, parents/guardians, and other interested parties—agree on the purposes of assessments and the types of information the assessments should provide. Furthermore, all stakeholders should be involved in the development and implementation of assessment approaches to ensure that they are appropriate for the intended purpose.

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Assignment Task 5: Design assessment tasks that are authentic and comprehensive in capturing learning. 

One way to design assessment tasks that are authentic and comprehensive in capturing learning is by using the backward design approach. This involves identifying desired outcomes and then designing learning experiences and assessments that will help students reach those outcomes.

One way to identify desired outcomes is by considering the key skills and knowledge that students need to be successful in a particular subject or field. For example, for a history class, some desirable outcomes might be for students to be able to understand and interpret historical documents, analyze historical evidence, and construct historical arguments.

Once the desired outcomes have been identified, it’s important to think about how best to assess them. One way to do this is by thinking about the types of tasks and activities that students would engage in during class if they were working towards those outcomes.

Assignment Task 6: Construct rubrics for various modes of assessment and use them in an educationally enriching manner. 

There are a variety of rubrics that can be used for various modes of assessment. Some common rubrics include the following:

• Content mastery (e.g. factual recall, application of knowledge, analysis and synthesis)
• Thinking skills (e.g. cognitive flexibility, critical thinking, problem-solving)
• 21st-century skills (e.g. communication, collaboration, creativity)
• Academic behaviours (e.g. timeliness, attentiveness, preparedness)

When using rubrics to assess student learning, it is important to ensure that the rubrics are aligned with the learning goals of the course or unit being assessed. Additionally, it is important to make sure that the students are aware of the criteria that will be used to assess their learning. This can be done by sharing the rubrics with students at the beginning of a unit or course, and/or by discussing specific assessment tasks with students in advance.

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