Elementary Photography

1. Elementary Photography

2. Critique • A critique is an oral or written discussion strategy used to analyze, describe, and interpret works of art.

3. SLO #2 • Students will identify and critique the technical qualities, cultural elements and aesthetic values of their own and others photographic work.

5. Fall 2010 Results for Critique SLO

7. Conclusions • We value critique • We don’t teach critique (no alignment) • Students are performing poorly on critique

8. Recommendations for Improvement • Rewrite curriculum of course to include critique (course outline of record) • Develop a shared curriculum to teach critique

9. 2010-2011 Comparison

10. New Rubric for 2012 (more actionable)

11. 2012 Recommendations • Create new assignments that foster development of critical thinking • Develop a shared photographic vocabulary list • Restructure critique steps to improve performance of ESL students

12. Questions • What is the value of assessment? • What are your challenges to implementing assessment? • What are some ideas to overcome these challenges?

13. Assessment basics

14. Outomes, objectives, and rubrics • Learning outcomes (big and broad) • Performance objectives (more specific) • Rubrics (details go here!)

15. When to assess? • Formative • Summative

16. Types of assessments • Traditional Assessment • Quizzes, tests, essays, etc. • Authentic Assessment • Case studies, role-plays, real world problems, etc.

17. Authentic Assessment • A 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

18. Performance Tasks: What and How? • Related to problem-based and inquiry-based learning • Assesses 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

19. Advantages of Performance Tasks • Solutions 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

20. Using Performance Tasks Well • Learning 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

21. Alignment • Learning Outcome • Assessment • Learning Activities in and out of class • Flips normal curriculum design sequence • Requires reduction in content coverage • Develops mastery of identified skills

22. Role + Task • You 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.

23. Your Performance Task • Create a performance task for QL1 or QL2

24. Pedagogy for Performance Tasks • Examples 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