Technologies for assessing the educational results of students of 8-11th grades at art lessons in terms of distance learning
DOI:
https://doi.org/10.32405/2308-8885-2021-2(100)-51-54Keywords:
assessment at art lessons, distance learning, online pedagogical platforms, student portfolioAbstract
The article is devoted to the problem of assessing the educational results of main and secondary school students in the context of distance learning, which is relevant in art education. The peculiarities of assessment at art lessons are considered, types of assessment (preliminary, formative, current, thematic, summative) are characterized. Some aspects of the use of online tools for different types of assessment in synchronous and asynchronous educational modes are highlighted. Different online tools for conducting surveys and creating tests as well as their advantages are identified.
The author defines the essence of the technology of “Student Portfolio” that allows the triangulation of assessment subjects during the school year, contributes to the implementation of the principles of individualization of the educational trajectory of the student. The algorithm of creating of the student portfolio and the content of its structural elements is considered, in particular, the types of project tasks at art lessons for students of 8-11 grades (artbook, photocosplay) are proposed.
The advantages of assessments by using online platforms are the following: quick feedback from students, saving time on routine verification of answers and calculations, generation of assessment statistics in a convenient format for further self-analysis and correction of own activities, diversification of forms of various surveys. On the other hand, there is such disadvantage as unreliability of the results of tasks. It is noted that this format of assessment by using online platforms based on a high degree students’ trust and requires their continued adherence to the rules of academic integrity.
The art teacher is recommended to use balanced online tools and methods of “machine-free” verification of educational outcomes, to carry out assessment on the principles of individualization and differentiation, to develop students’ skills of self-assessment and peer-assessment. The future research in solving this problem is needed to identify effective technologies for assessing educational outcomes of students in blended learning, criteria for selecting online tools for assessment in distance and blended learning, develop guidelines for the use of media technologies in art education in distance and blended learning taking into account the age-related characteristics of students.
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