Assessment philosophy.

Summative

Each lesson begins with a goal, an objective. We gear ourselves to convey an understanding of new information. We then move onto how we are accomplishing state or national standards and core curriculum standards. The lesson progresses towards designing a curriculum, visual aids, and practicing with students of varying developmental and ability levels. Expectations are clearly dictated on the board and instruction is geared to accomplish these specific skills. The rubric includes creative research, intention, participation, insight, technical ability, achieving clearly communicated objectives, and formal qualities assigned as part of the project.

 

Formative

The students are periodically asked questions about their lesson’s significance and importance. I ask how it is relevant to their lives and how it relates to the interdisciplinary portion of the assignment. I want to know how or why someone else would make a similar work are and/or use it. I ask them if they think it is like anyone else's in the class and why. There is informal assessment in the form of conversation joking and laughing and finding out why and how this lesson is or can be important to them.

 

Expectations are clearly dictated on the board and instruction is geared to accomplish these specific skills.