ASSESSMENT

Assessment:

The purpose of assessment is to determine student's progression against learning goals, and success criteria
(summative assessment). As well as a pedagogy for student to evaluate their knowledge and learning (formative assessment). As outlined by the Victorian government teaching resource below:

Assessment is the ongoing process of:

Gathering, analysing and interpreting evidence
Reflecting on findings
Making informed and consistent judgements to improve student learning.

Assessment for improved student learning and deep understanding requires a range of assessment practices to be used with three overarching purposes:

Assessment for learning: occurs when teachers use inferences about student progress to inform their teaching (formative assessment)
Assessment as learning: occurs when students reflect on and monitor their progress to inform their future learning goals (formative assessment)
Assessment of learning: occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards (summative assessment).

Resource: victorian curriclum teaching resource:
https://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/insight-effective.aspx

Resource: Utlising student-centred assessment to best if you teaching practice for successful learning.
https://educationcloset.com/2019/02/01/utilizing-student-centered-assessments/

MEDIA ARTS ASSESSMENT

FORMATIVE– using collaborative activities, class discussions, group interactions

Formalities assessment – oral presentation, of general feedback on marks
Self and peer assessment – part of formal assessment
Feedback – teacher to student and student to student

SUMMATIVE– planned and structured assessment

Expressed as a finaly mark on some particular standard or curriculum outcome. Such as from an assignment, final performance, mutli-media product

Digital portfolios or learning journals in whych learners record their learning goals and learning experiences provide useful evidence about what learners understand and what skills and knowledge they believe they need to develop.

http://www.justintarte.com/2014/09/have-summative-assessments-become.html

DIGITAL PORTFOLIOS FOR ASSESSMENT

A digital portfolio can be used in many ways. In a more sophisticated form the digital portfolio can be developed over several years and used as an ongoing record of progress, perhaps presented at “Student Led conferences” and used to inform future learning plans. Best practice portfolios would integrate student goal setting, self-assessment and reflection on learning with the presentation of learning examples. Portfolios could also refer to expected student learning outcomes (Victorian Curriculum F-10 ).

Create a digital portfolio 
How to create a digital portfolio? A digital portfolio consists of:
The digital artefacts within the portfolio
Digital artefacts may be audio, video, images, text and presentations constructed using any of the thousands of creative tools. Software such as Word/Pages, PowerPoint/Keynote, Excel/Numbers, movie maker/imovie and free edustar products can be used. Online WEB2.0 services like slideshare, prezi, voki and mind42 and more recently ipad/android Apps are being used in schools to create digital artefacts.
The presentation platform used to organise and display the portfolio
The portfolio and its artefacts might be stored in the ‘Cloud? in a student account. Portfolios can be organised and presented using software, web services or apps. Common software products such as Word/Pages, PowerPoint/Keynote and MS:OneNote can be used to construct digital portfolios. Current Web-based options include the Department’s own Global2 and services such as Wikispaces, Evernote, Dropbox, Google-Apps for education, Prezi for Education, Weebly. There is also an increasing range of android/IOS apps such as Flowboard, Evernote, Voicethread, Open School eportfolio, Three Ring, Kidblog, Weebly. Also some learning management systems have functionality to facilitate a digital portfolio.
Web-based

Global2
Wikispaces
Evernote
Dropbox
Google-Apps for education
Prezi for EducationWeebly

Android/IOS apps

Flowboard
Evernote
Voicethread
OpenSchool eportfolioThree Ring
Kidblog
Weebly

How to use a digital portfolioA digital portfolio can be used in many ways. In a more sophisticated form the digital portfolio can be developed over several years and used as an ongoing record of progress, perhaps presented at "Student Led conferences" and used to inform future learning plans. Best practice portfolios would integrate student goal setting, self-assessment and reflection on learning with the presentation of learning examples. Portfolios could also refer to expected student learning outcomes (Victorian Curriculum F-10)
https://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/insight-feedback.aspx#link100

BLOOM’S Digital taxonomy – theory behind digital assessments:

In Bloom’s digital taxonomy and original taxonomy (1954) provide options for teachers' and learners' have expanded and offer new possibilities at all stages of the learning process. It helps with assessment and understanding the STAGES of learning!
Bloom’s taxonomy has been used as a reference point for assessment design since its creation. It must be recognised, however, that it is not to be interpreted as a development-over-time model (as are most of the standards frameworks), but as a taxonomy. It describes depth of possible cognitive functions at a particular time.
Source: Teaching and learning - et al. Churchill, 2019, Teaching Making A Difference, p.430

Source: Teaching and learning practices for inclusion of all students. . el at. Churchill, 2019, Teaching Making A Difference, p.430

Source: Bloom et al. (1956), diagram revised by el at. Churchill, 2019, Teaching Making A Difference, p.430

Source: https://www.teachthought.com/learning/what-is-blooms-taxonomy-a-definition-for-teachers/

Source: http://www.justintarte.com/2014/09/have-summative-assessments-become.html

Assessment in Media Arts