Assessment
The regular assessment of students' progress is part and parcel of teaching and learning in my classroom. Such assessment ranges from informal group discussions, to the use of formal assessment of predetermined criteria. In this way, both formative and summative assessment are fundamental in monitoring students' progress in terms of specific learning outcomes - helping them to develop key knowledge, understanding, skills and attitudes.
Included below are samples of both formative and summative assessment methods for a First Year project; wherein students created drypoint prints that were informed by their mechanical constructions.
Successfully Realised Work:
The example presented here demonstrates excellent achievement regarding the learning criteria of this project. This student effectively translated information recorded in his initial observational line drawing, to a motif for drypoint printmaking. His initial, busy line drawing had to be reconsidered and re- worked; to avoid producing a confusing print. Meaningful participation in whole- class group discussions and peer reviews were essential in fostering the student's knowledge, understanding, and skills throughout the project. This culminated in a visually appealing edition of prints, which explore the materiality and form of a mechanical construction, through line and tone.
