Assessment in Art Education

In this informative course, you will learn the distinction between assessment for learning and assessment of learning in the unique art classroom. Discover how diagnostic, formative, and summative assessment are critical tools that, when combined with student learning tools such as self-assessment and peer-assessment techniques, provide a comprehensive picture of student growth. This course will empower you to collect, analyze, and speak to the data collected for both student growth and to advocate for the needs within the art classroom for achievable learning outcomes. You will walk away with new and effective assessment strategies for immediate application in your art room.

For the official course description, see the course syllabus or Academic Catalog.

Required Materials

No text required for this course.

Additional Materials

Computer with basic audio and video output equipment
Internet access (broadband recommended)
Basic computing skills (see AOEU’s Technology Requirements)
Access to AOEU’s online learning platform, Brightspace, to view course content, submit assignments, and engage in discussion (provided)
Word-processing platform (Microsoft Office, Pages, Google Docs)

Graduate Credits

All courses will now close at 11 PM Central time on the 27th of each month. Graduate Credits 3 Graduate Credits

Price Graduate Credit $1047.00

Timeline

Mon 8 Sun

Dec 7 Weeks Jan 31

Upcoming Course Run Dates

Dec 7 Jan 31

Jan 4 Feb 28

Feb 1 Mar 28

Mar 1 Apr 25

Apr 5 May 30

AOEU Course Code

ARE501

Morningside Course Code

EDUC500 AOE001

Course Objectives

Effectively implement a variety of assessments with lessons currently being taught, including formative and summative assessments.
Implement portfolios as an authentic assessment tool in the classroom.
Analyze standards-based instruction and the many facets used to demonstrate evidence of learning.
Describe how different facets of standards-based instruction can be used to demonstrate evidence of learning.
Explain how assessment can show basic student growth data.
Use tools to collect and organize data to save you time.
Analyze how assessment can help you advocate for your program.

Course Breakdown

Week 1

Rethinking Assessment

Explore resources concerning assessment, considering previous approaches and divergent thinking.
Self-assess to measure your current strengths and weaknesses in assessment in the art room.

Week 2

Formative Versus Summative Assessment

Analyze the differences between formative and summative assessments.
Design a formative assessment tool to use in your classroom.

Week 3

Standards-Based Instruction

Examine the differences between grading students and providing evidence of their learning.
Explore standards-based instruction as a means to clearly define levels of proficiency across lessons.
Consider ways to measure student growth on content standards over time.

Week 4

Body of Evidence

Examine how collecting a body of evidence can demonstrate student learning.
Create a summative assessment that you would include in a body of evidence.
Consider how digital and traditional portfolios play a role in your evidence collection and assessment systems.

Week 5

Collecting and Analyzing Data

Understand how to look at data and, in turn, make instructional decisions.
Create a tool to collect student data.

Week 6

Using Data for Instruction

Explore ways to visualize data specifically for the art classroom.
Experiment with tools to create charts and graphics to help illustrate student data.

Week 7

Assessment as Advocacy

Explore how assessment and growth data can support advocacy measures.
Create an action plan to use what you have learned about assessment and to communicate data with important groups and individuals in your environment.

Week 8

Reflection

Reflect on your evolution as an educator as a result of the content from this class. Set reasonable goals for future growth as you anticipate next steps in your learning.

Formative Versus Summative Assessment

A sample assignment from Week 2 of the class Assessment in Art Education

1. Research

After conducting deep and meaningful research concerning formative and summative assessment strategies, look at how the visualization of data can enhance instruction and serve as an advocacy tool. Explore a variety of graphic tools to bring your data to life in meaningful and aesthetically pleasing ways.

2. Discussion

Reflect upon your own data collection and presentation measures. Consider ways technology can aid you in assessment strategies. Assist others in improving their relationship with assessment along the way.

3. Practical, Hands-On Application

Weave concepts of successful assessment strategies into curricular planning as well as advocacy measures.

Jack B.

"The class has just the right amount of rigor and challenges you from many different perspectives. The online communication with other teachers was very valuable. I felt like this course was cutting edge and will really help me in my methods of assessment and advocating for the visual arts. "

Shelly S.

"This class opened my eyes to the world of assessment. What I once found intimidating and scary I now find exciting and manageable. This class gave me so many resources and tools to use this next school year. I even have a plan ready to go thanks to our last assignment. This is a class that you take and can start using IMMEDIATELY."

Vanessa R.

"I feel high quality and relevant professional development, for art educators, is non-existent in my school district. Dedicating a few weeks of my summer to focus on this assessment course was so worth it! What I managed to learn in such a sort amount of time is amazing."

What do past course participants think?

Hundreds of art teachers have taken the course Assessment in Art Education. Here’s what they actually think — without cherry-picking.
(12-month rolling average from all post-course survey respondents – Updated 2/27/2020)

96%

"THE COURSE CONTENT WAS RELEVANT AND UP-TO-DATE."

95%

"MY INSTRUCTOR PROVIDED VALUE-ADDED CONTRIBUTIONS TO ENHANCE DISCUSSIONS AND ENGAGE STUDENTS."

98%

"I ACHIEVED THE GOALS I SET AT THE BEGINNING OF THIS COURSE."

Let's Get Started

If you know what you need, then go ahead and register.

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