Formative Assessment & the Connections to Student Learning in Beginning Drawing

Abstract This research study looked at the connection between authentic formative assessments given to students during the art making process. Multiple methods of both formative and summative assessment were used to measure whether student performance was increased with more or less feedback. During this research study, students completed a unit learning about how to use various value techniques in drawing that create a range of value along with showing creativity with surface textures. Such techniques included blending, hatching, cross-hatching and stippling. Students were assessed by their prior and post knowledge of terms and techniques used in this unit along with being assessed in their performance. Students were asked to give feedback throughout the process about how formative feedback helped or did not help. Instructor notes were taken on class time use, and the amount and type of student questions throughout the unit such as technique help versus concept understanding. Due to the COVID-19 pandemic, research for this project was not implemented and the focus of research shifted to an authoethnography about my experiences during the school closures starting in March of 2020. The content of my journal data analysis include themes of this experience including: distance learning challenges, new ways of teaching and learning, new realities with COVID-19, and communication. Keywords: Authentic Assessment, COVID-19, Drawing, Value, Formative Assessmen