Elementary Photography
CritiqueA critique is an oral or written
discussion strategy used to analyze, describe, and interpret works of art.
SLO #2Students will identify and critique
the technical qualities, cultural elements and aesthetic values of their own and others photographic work.
Fall 2010 Results for Critique SLO
0: Inadequate 1: Developing 2: Adequate 3: Accomplished 4: Mastery0%
10%
20%
30%
40%
Fall 2010
ConclusionsWe value critiqueWe don’t teach critique (no alignment)Students are performing poorly on
critique
Recommendations for ImprovementRewrite curriculum of course to
include critique (course outline of record)
Develop a shared curriculum to teach critique
2010-2011 Comparison
0: Inadequate 1: Developing 2: Adequate 3: Accomplished 4: Mastery0%
10%
20%
30%
40%
Fall 2010Fall 2011
New Rubric for 2012 (more actionable)
2012 RecommendationsCreate new assignments that
foster development of critical thinking
Develop a shared photographic vocabulary list
Restructure critique steps to improve performance of ESL students
QuestionsWhat is the value of assessment?
What are your challenges to implementing assessment?
What are some ideas to overcome these challenges?
ASSESSMENT BASICS
Outomes, objectives, and rubricsLearning outcomes (big and
broad)Performance objectives (more
specific)
Rubrics (details go here!)
When to assess?FormativeSummative
Types of assessmentsTraditional Assessment
◦Quizzes, tests, essays, etc.Authentic Assessment
◦Case studies, role-plays, real world problems, etc.
Authentic AssessmentA form of assessment in which
students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills -- Jon Mueller
Performance tasks
Performance Tasks: What and How?Related to problem-based and
inquiry-based learningAssesses student ability and
facilitate student learning simultaneously
Consist of a “real world” scenario and an opportunity to apply learned skills/knowledge to a task or a solution that is authentic
Advantages of Performance TasksSolutions may not be obvious or
given; information may be conflicting or partial; and there may be competing frameworks or positions from which to view the situation
Integrate disciplinary content and critical thinking
Higher order thinking skills (analysis, evaluation, synthesis, application) are required for performance
Using Performance Tasks WellLearning outcomes drive the
creation of the performance, task, or product expectations
Rubrics are especially designed for the performance task so that they can be used for student self-assessment and evaluation, for diagnostic feedback and summative evaluations
AlignmentLearning OutcomeAssessmentLearning Activities in and out of
class
Flips normal curriculum design sequence
Requires reduction in content coverage
Develops mastery of identified skills
Role + TaskYou are a graphic designer for
The Economist. Create a digital image that metaphorically represents immigration reform. Write a letter to your editor justifying your design strategy and advocating for the use of your image.
Your Performance TaskCreate a performance task for
QL1 or QL2
Pedagogy for Performance TasksExamples and models of similar
performance tasks completed and used for critiques
Practice tasks for lots of “trial and error” and feedback
Attention to transfer of task related abilities
Student involvement in rubric design and/or use
Demonstration of how task skills will be used after graduation