A checklist serves the purpose of assessing art portfolios for students. This is in the aim of actively involving the artist in the assessment process. The course tutors often works together with the students which makes it easy for them to identify criteria for the portfolio rubric. The portfolio is likely to pass through the hands of a lot of people. Outside reviewers and fellow students get to assess the artwork that presented. Student self-assessment is also a key component in the portfolio process.
Exhibitions and Displays
These are traditional forms of sharing the accomplishments of students with other people. In exhibitions, work from different students should be on display. In most cases only the work from the gifted artists gets to be on the display. This should however not be the case; students whose work is not part of the portfolios should also be part of the process. They can be tour guides or curators.
This usually involves the students and teachers; it may even branch out to counterparts and even parents. During these interviews students get encouraged to share their previous experiences. During the interviews an analysis of the artwork submitted by the students takes place. One can go about this by either combining all the work into one project or a number of selected pieces from some of the students.
When it comes to assessment of oral responses to works of art, group discussions are very effective and efficient. Assessment depends on how students participate in while in the groups and the quality of individual participation. How one interacts with other members of the groups also matters. Recording of information in a journal will help in the easy identification of those who are not participating in the group discussions.
Teachers or the student’s fellow counterparts get to critique the artwork. This process takes place when the project is half way done or when it is finally complete. Identification of areas that need correction or improvement takes place during this process. This will make the outcome of the artwork better.
Assessment of the students takes place as they work on projects or when asked to demonstrate for others. Record your observations using checklists or anecdotal records. It is important to focus equally on the students’ experience of the process of art making as on their final product.
This form of assessment combines new learning on a topic and assessment into one simultaneous experience. Performances should encourage creative thinking, open-ended responses and the synthesis of previously learned material. Conducted individually or in groups, these tasks can be plays, simulations, innovative written assignments. It is proper to identify the criteria for assessment clearly.
One can use a variety of tests to assess student’s learning in the visual arts as they can clearly assess skills such as knowledge gain, comprehension and problem solving. Traditional tests include visual identification of artwork and ‘pen and paper’ tests to assess art historical knowledge, but with a little imagination, students can do the tests as a group rather than individually.