I would evaluate the unit based on the feedback from students as the unit progressed, and also from my supervisor. At the end of the final lesson I would summarise all of the concepts covered in this unit and get students to give either a thumbs up, down or in the middle to show their comfort level with each section. We would co-create a concept map on the board utilising student knowledge and use this as an overall evaluation of the unit. Students would be asked for their feedback on the unit using a PMI table and sharing of these findings via a think pair share activity. Evaluation of the workshop performances would be sought from the local community – students and staff from cluster schools and parents/volunteers/student participants in order to further improve and enhance the unit for future classes. Element HD D Credit Pass F Context statement As for a distinction plus critical awareness of the nexus between arts practice, educational research and sustainable community development. As for a credit, but showing a clear grasp of the benefits, sensitivities and risks of learning with community and an awareness of ethical practice. As for a pass, but detailed and well organized under clear headings. A clear description of the learners, the context and the purpose. Does not provide sufficient description of context Arts subject content for years 11 - 12 As for a distinction and demonstrating critical grasp of nexus between curriculum, research, pedagogy and As for a credit, with evidence of broader research, creative flair and/or demonstrated understanding of rich As for a pass and indicating understanding of pace and flow, to allow meaningful and rich experience of arts content and learning Clear outlining of activities and arts subject content that will support sequential learning in an authentic context Insufficient or inappropriate choice of arts subject content
praxis in community. sequencing of content and authentic arts learning in community. in an authentic context. Teaching and learning strategies and resources As for a distinction with innovative approach and contemporary resources and teaching methods As for a credit, but all resources are embedded in a meaningful and sequential structure for learning As for a pass, but provides deep or broad explanation of strategies and appropriate resources aligned to curriculum Provides details of arts pedagogies and resources for each week linked to curriculum documents Insufficient detailing of arts pedagogies and resources Information letter Engaging, informative yet professional. Reader will want to respond. As for a credit but includes images, and the personal touch ‘the reader is important’. As for a pass but courteous and interesting. Will be read! Clear: parents or carers will know what, when and why. Insufficient, impolite, or inappropriate Risk management form Anticipates diverse potential risks and snows grasp of response/duty of care in each instance. As for a credit but with insight into emergency As for a pass with grasp of context, more complex risks and remedial action Anticipates and describes obvious risks Not completed or inadequate anticipation of risks Gathering of evidence of student learning for Plus demonstrates fair, ongoing, Plus shows grasp of assessment Plus clear detailing of fair processes Understands basics of gathering Does not show evidence of
formative/summative assessment ethical and rigorous ways of gathering evidence to allow valid assessment for learning as well as of learning. for formative and summative assessment evidence and assessment understanding of fair assessment processes Feedback and report on student learning Plus format will support differentiated learning. Reporting will allow effective moderation and benchmarking. Plus processes will ensure timely, fair, clear and detailed feedback to the student and a clear report to parents and school Plus shows grasp of the different ‘voices’ and formats by which feedback may be shared with the student and diverse stakeholders Indicates how to provide feedback on student learning to the student and other stakeholders Does not understand processes for feedback to students, parents, or other stakeholders Cultural and aesthetic aspects Anticipates impact of diverse displaced cultures and diverse beliefs and values in arts practices and products Plans for development of cultural and aesthetic awareness and judgments via arts practices and products Shows intent to plan for cultural and aesthetic learning Indicates potential cultural/aesthetic benefits from the activity Does not show any grasp of cultural or aesthetic benefits of the activity Evaluate and improve Plus includes reflection and peer review in analysis of data to benefit Plus shows awareness of role of analysis of data/ Plus makes clear connections between types of Gathers feedback and indicates some use for evaluating and Does not show how to gather feedback for evaluation