1. How can assessments be designed in a way that
authentically show the layered evidence inherent
in arts-based learning?
Kristina Lamour Sansone
Associate Professor, Design
The Art Institute of Boston at Lesley University
Lisa Donovan
Divison Director, Creative Arts in Learning
The School of Education at Lesley University
NAEA 2011, Seattle
2. Documentation must become a central part of our work in education. So often, significant
learning goals are met when students are exploring ideas [through arts based inquiry such
as drawing, making videos, creating models, dramatizing stories and in other forms of
investigation)] but not fully realized because there is often too much data in a variety of
forms to show the layers of learning happening “in the moment.” We must find ways to
make visible the power and nuance of this work in ways that can change what counts
as appropriate tools for assessment.
4. The learning goal from David’s perspective
The objective for the whole thing — it’s very dry. The objectives for the
whole unit are understanding the history of the Lamprey River. If you ever
see the Lamprey River, it’s about as wide as this classroom at its widest.
It’s probably about this deep. But historically it had an impact in this area.
It was traveled during colonial times. The work that’s led up to this is we’ve
talked about food chains and habitats and changing environment and
changing where the animal lives and all that.
So trying to get [students] to see — to understand not only the animal,
but also the river and the habitat… that’s…the overall goal. But also,
I’m trying to get them — we’re working a lot on their objectives in writing
and descriptive writing. And…once we get going, we’ll be doing a lot
of dialogue and how to write that.
5. In arts-integration there
is often a cumbersome
stack of contact sheets,
field notes interview
transcripts, classroom
discussion, and video
data.
ALL show aspects of
the learning going on.
How do we select the
most salient data,
prioritize it and then
design assessment
that consider various
perspectives?
6.
7.
8.
9. teacher transformation
a teacher’s lifespan
content area
teacher before arts integration teacher after arts integration
show examples of teaching processes, environment, risk-taking before and after
mirrored processes
his own witnessing in students
15. How can the design of documentation provide a feedback loop tool for the
student and for the teacher? For the multiple skateholders?
How can documentation serve to make visible all that has occurred in learning?
This includes the planned objectives but also other interesting connections
and discoveries.
How can graphic design process help to steer the reading we want of the
in-depth learning experience including where the learning goals are met?
![Documentation must become a central part of our work in education. So often, significant
learning goals are met when students are exploring ideas [through arts based inquiry such
as drawing, making videos, creating models, dramatizing stories and in other forms of
investigation)] but not fully realized because there is often too much data in a variety of
forms to show the layers of learning happening “in the moment.” We must find ways to
make visible the power and nuance of this work in ways that can change what counts
as appropriate tools for assessment.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)