1/24/19 Critical Reflection

           The thesis I found overarching all of the articles of Assessment White Papers for Art Education's 2nd and 3rd sections is that assessment is a multifaceted tool that is malleable to how one views it while also containing many key components. This is supported through the mentioning of what have been commonly agreed upon as critical components and through more specific methods like Model Cornerstone Assessments. The thesis itself is important to educators since the ways we view assessment and the role students have in the assessment process are undergoing constantly new changes, which we need to be aware of and discern their validity. My only issue with all of these ideas is the thought of how educators are supposed to keep their assessment flexible to new kids constantly while maintaining these suggested regulations.
            When I consider how this might relate to my real life though, it makes me consider how I will be able to attempt these types of assessment with a variety of kids and keep track of all of their progress, needs, etc. as well. An idea has stood out to me is that assessment plays such a pivotal role in a students understanding and enjoyment of art, while seemingly comprehendible at a surface level, has many more facets than I had imagined. It'll only be through real world experience in classrooms that I'll be able to understand what role assessment truly plays and even find out what ways I can include my students in this process.

Class Question:
Which of the 10 principles listed by F. Robert Sabol stood out to you the most? Why?

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