Art Assessment

• Ready to Progress - These documents are used to assess children in their practical, theoretical and disciplinary knowledge. 

• Prior knowledge - Children return to knowledge and skills again and again during their time at Gawber. They also add to their knowledge of artists craft makers and designers. Upon returning to a skill, prior knowledge is discussed before starting the unit so children can build upon previous foundations, rather than starting again. Suggested prior learning is available from Kapow for each unit.

• Kapow online quiz assessments are available for teachers to use to assess the knowledge obtained in each unit. Some teachers may use these initially to establish the prior knowledge children have. Kapow quiz assessments can be used at the end of a unit to assess knowledge or teachers may choose to use these later in the year to ensure that knowledge from the unit has been retained.

• The Final Piece – At the end of each unit, children at Gawber are given an opportunity to show the knowledge they have obtained through the unit by creating their own final piece.

• ‘This is ME’ Sumer Term Project - In the Summer Term, children are encouraged to create a final piece of artwork that shows the world who they are. The can choose the message they would like to share with the world and they can choose how they share it. Children are given elements of choice about their project such as the materials they would like to use. They use their sketch books to plan and evaluate their ideas and once their final pieces are completed, they discuss and explain these with their peers. This is an opportunity for teachers to assess the knowledge obtained by the children by the end of the year.

• 5-minute art - At Gawber, we know that in order to expand a child’s disciplinary knowledge about art, we must provide children with opportunities to discuss topics and questions that encourage the exploration of the purpose of art. Children are occasionally given the opportunity to explore discussion questions about art so that teachers can informally assess their knowledge and understanding of art as a wider concept.

• Pupil progress meetings - Assessment sheets used to decide if a child is WTS/EXS/ GDS have been created. Teachers complete pupil progress forms by referencing the grids and considering how the children have responded throughout the unit. Leaders can then consider ‘spotlight children’ from these pupil progress forms to monitor throughout the following term. These are also used to help establish why a child may not be on track and read to progress.