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Focuses of Feedback
Following the evaluation of students’ learning, there should be regular feedback to students to
develop self-reflectiveness and capacity to monitor their own learning. Feedback to students can
focus on the following three areas/questions (Hattie & Timperley, 2007):
o
Feed up
– Where am I going?
Leading students to set goals and track their own learning
o
Feed back
– Where am I now?
Providing information on students’ performance of the task at hand and their
current levels of achievement
o
Feed forward
– How can I close the gap?
Directing students to the next steps to improve or advance their work
Students can also get feedback from various sources to check their own understanding and to
guide their learning. For example, during small group or class critiques, students give feedback and
suggestions to one another, thereby enriching each other’s perspectives and ideas for
improvement. Displaying students’ works in-progress and/or final artworks also allow students to
receive feedback from different people which can affirm students’ achievements and motivate
them to learn further.
Platforms
Apart from students’ working on their artworks, the studio structures of
critique
and
exhibition
,
and the learning experience of
keeping an art journal
provide natural platforms for evaluation and
feedback.
The use of an art journal to document students’ ideas, sketches, reflections and works in-progress,
can also be used strategically to document students’ achievements and chart their growth. This
can be done by guiding students’ documentation of their work and process at specific points in
their learning, such as by setting specific tasks or reflection questions; and providing regular
feedback through peers and teachers.
Building on evaluation and feedback as pedagogical practice, the next section discusses the role
of assessment and how assessment can be used to improve learning and teaching.
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