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 As for a As for a pass, A clear Does not distinction credit, but but detailed description of provide plus critical showing a and well the learners, the sufficient awareness of clear grasp of organized context and the description of the nexus the benefits, under clear purpose. context between arts sensitivities headings. practice, and risks of educational learning with research and community sustainable and an community awareness of development. ethical practice. Arts subject content As for a As for a As for a pass Clear outlining of Insufficient or for years 11 - 12 distinction and credit, with and indicating activities and inappropriate demonstrating evidence of understanding arts subject choice of arts critical grasp broader of pace and content that will subject of nexus research, flow, to allow support content between creative flair meaningful sequential curriculum, and/or and rich learning in an research, demonstrated experience of authentic pedagogy and understanding arts content context of rich and learning
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
eleanor-mcculloch-eds4407.docx