Assessment
In my classroom, assessment is embedded within the creative process and used to support learning rather than simply measure it. I aim to create an environment where students can reflect on their work, respond to feedback, and develop their ideas over time, with a focus on both process and outcome.
Assessment planning is an important part of any unit of learning, as it involves considering what is being assessed, as well as when, how, and why it is taking place. This not only ensures that students’ work is understood in relation to clear criteria and expectations, but also allows for ongoing reflection and adaptation in response to different learning needs, paces, and individual approaches to art-making. When used consistently and in a variety of ways, assessment can support students in becoming more reflective, independent, and actively engaged in their learning.
The following presentations reflect this approach, outlining how assessment is planned, implemented, and adapted throughout a Senior Cycle unit of learning, while also encouraging students to take an active role in understanding and shaping their own progress.
Subject Learning &
Assessment Review
Subject Learning and Assessment Review provides an opportunity for teachers to work collaboratively in developing a shared understanding of quality in student work. By engaging in discussion and comparing work against agreed Features of Quality, teachers can build greater consistency in how they make judgements.
This process supports more meaningful feedback for students, as expectations become clearer and more aligned with national standards. It also helps to ensure that students’ achievements are recognised fairly and appropriately. Ultimately, it is about strengthening professional dialogue, improving practice, and supporting student learning in a more consistent and transparent way.
