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LTC 8766 01

Spring 2017

Illuminating Process and Product:

Making Learning Visible
University of Missouri Columbia - Online
College of Education
Learning, Teaching, and Curriculum
3 Graduate Credits

Course Statement:

In the age of accountability, it has become most imperative to not only

understand the current trends in assessment/evidence and data driven
instructional paradigms, but to also investigate the contemporary structures that
make certain forms of data of such social value. Embedded and appropriate
data and accountability trends have affected art education in a profound way,
especially in the case of practicing teachers. Not only are teachers expected to
keep account of the growth of their students, but are also expected to generate
assessment practices that are a best fit for their students, within the context of
their teaching position. It is the goal of this course to collaboratively and
creatively investigate contemporary assessment theory and paradigms, then
collectively and creatively develop assessments and data collection mechanisms
that best complement the liberating aims of art education at large.

Learning and Investigations will be facilitated by

Dr. Kathy Unrath and Dr. Michelle Livek

Michelle Livek
Telephone (cell):1.573.280.4203
Mail box: 139 E. Main St. Apt #46, Rock Hill, South Carolina 29730
Office: 212 McLaurin Hall, Winthrop University, South Carolina
Office Hours: via FaceTime or Skype
Email: mas522@mail.missouri.edu or livekma@winthrop.edu

Dr. Kathy Unrath

Syllabus and Timeline Subject to Change

Office: 211H Townsend Hall
Telephone: 884-8935
Mailbox: 303 Townsend Hall
Email: unrathk@missouri.edu
Office Hours: welcomed and by appointment

Watch weekly lecture videos (Posted on each MONDAY) that
will be accessed on canvas
Participate in discussions
Create and maintain an Artists Journal and upload images of
the Artists Journal Pages
Collaborate in the creation of a text about assessment and
evidence in Art Education
Read required texts and articles
Respond, create, and reflect

(For example.A typical week for a participant might be:

Monday Evening Watch video lecture or read the prompts,

and develop a strategy for completing the tasks given,
review any assignments returned or comments on webpages
Tuesday Work on assignments
Wednesday Upload initial pages/posts as directed from the
course website
Thursday Read and discuss
Friday Finish any work and check course website, Post
Saturday Finish any work and check course website, Post
Sunday Rest! Or Finish any work and check course website,
Post Assignments

Performance Objectives:

The skills that the student will demonstrate as a result of this

class are:
Students will demonstrate effective and innovative assessment
theories and methods

Syllabus and Timeline Subject to Change

Students will synthesize historical, philosophical, contemporary,
and theoretical reasoning for analyzing and creating
evidence of learning
Students will create assessments and evidence collection
methods for use in the art education field
Students will investigate subtle and overt evidence of pre-
thinking, process, and product that are the reason and result
of art making.
Students will field their assessment and evidence collection

Students will:

Discover and create effective practices to monitor and

encourage growth in their students
Investigate current assessment practices in Art Education
Investigate the possibilities of what assessment practices in Art
Education could be
Encounter divergent brands of thinking that include the topic
of intrinsic motivation, extrinsic motivation, personal judgments
on quality, and encouragement
Create artwork and reflections that will assist in building their
personal philosophies in growth practices
Demonstrate effective and innovative assessment theories
and methods
Synthesize historical, philosophical, contemporary, and
theoretical reasoning for authentic assessments
Create assessments and evidence collection for use in the art
education field
Investigate subtle and overt evidence of pre-thinking, process,
and product that are the reason and result of art making
Field their assessment and evidence collection strategies on
their own work

Course Topics may include, but are not yet limited to:
Artists Journals as a growth practice
Aesthetic Inventories and Mood Boards
Historical and contemporary practices and theories in
Portfolio development

Syllabus and Timeline Subject to Change

Articulation of understandings
Teacher Evaluations
Qualitative and Quantitative assessment practices
Formative and Summative assessment practices
Peer and process discourse to encourage growth
Displaying art as evidence
What should be discussed with our students in the
evaluation/assessment processes
Assisting the students connecting to and growing from art
making experience to art making experience
Developing personal philosophies on the pace, place and
purpose of evaluation and assessment in Art Education
Meaning making and evaluation... where is the line?

Required texts:

Reeves, Douglass (2007). Ahead of the Curve: The Power of

Assessment to Transform Teaching and Learning. Bloomington,
Indiana. Solution Tree Press
Kohn, Alfie. (2015) Schooling beyond Measure and Other
Unorthodox Essays about Education. Portsmouth: Heinemann.
Ritchhart, R., Church, M., & Morrison, K. (2011). Making Thinking
Visible: How to Promote Engagement, Understanding, and
Independence for All Learners. San Francisco, CA: Jossey-
Ball, S. How Schools Do Policy

Additional Texts used to Inform Coursework Decisions (Not


Barrett, Terry (2012). Criticizing Art: Understanding the

Contemporary. Third Edition. New York. McGraw Hill.
Superfine, B. M. (2005). The Politics of Accountability: The Rise and
Fall of Goals 2000. American Journal of Education, 112.
Trapscott, N. (2009). The Eight Net Gen Norms. In N. Trapscott,
Grown Up Digital (pp. 73-96).
Csikszentmihalyi, Mihaly (1990). Flow. New York. Harper Perennial
Kohn, Alfie (2004). What Does it Mean to Be Well Educated?
Boston, Massachusetts: Beacon Press.

Syllabus and Timeline Subject to Change

Bayles, David & Ted Orland (1993). Art & Fear: Observations on the
Perils (and Rewards) of Artmaking. Santa Cruz: The Image

Content Objectives:
This course will provide students with the invitation to:
1.2.2 Demonstrate understanding of how students learn
and develop, and provide learning opportunities
that support the intellectual, social, and personal
development of all students. knows and identifies child/adolescent
development; strengthens prior knowledge with new ideas; encourages student responsibility;
1.2.3 Demonstrate understanding of how students differ in
their approaches to learning and creates
instructional opportunities that are adapted to
diverse learners. identifies prior experience, learning styles,
strengths, and needs; designs and implements individualized

instruction for students based on their prior
experience, learning styles, strengths, and
needs; knows when and how to access specialized services to meet
students' needs; 1.2.4 The preservice teacher recognizes the
importance of long-range planning and curriculum development
and develops, implements, and evaluates curriculum based upon
student, district, and state performance standards.
1.2.5 The preservice teacher uses a variety of instructional strategies
to encourage students' development of critical thinking, problem
solving, and performance skills. selects alternative teaching strategies,
materials, and technology to achieve
multiple instructional purposes and to meet
student needs;

Syllabus and Timeline Subject to Change engages students in active learning that
promotes the development of critical
thinking, problem solving, and performance
1.2.6 The preservice teacher uses an understanding of
individual and group motivation and behavior to
create a learning environment that encourages
positive social interaction, active engagement in
learning, and self-motivation. knows motivation theories and behavior
management strategies and techniques; engages students in decision-making.
1.2.7 The preservice teacher models effective verbal,
nonverbal, and media communication techniques
to foster active inquiry, collaboration, and supportive
interaction in the classroom. models effective verbal/non-verbal
communication skills; demonstrates sensitivity to cultural, gender,

intellectual, and physical ability differences in
classroom communication and in responses
to students' communications; supports and expands learner expression in
speaking, writing, listening, and other media;
1.2.8 The preservice teacher understands and uses formal
and informal assessment strategies to evaluate and
ensure the continuous intellectual, social, and
physical development of the learner. employs a variety of formal and informal
assessment techniques (e.g., observation,
portfolios of student work, teacher-made
tests, performance tasks, projects, student
self-assessments, authentic assessments, and
standardized tests) to enhance and monitor
his/her knowledge of learning, to evaluate

Syllabus and Timeline Subject to Change

student progress and performances, and to
modify instructional approaches and learning
strategies; Uses assessment strategies to involve learners
in self-assessment activities, to help them
become aware of their learning behaviors,
strengths, needs and progress, and to
encourage them to set personal goals for
learning; Evaluates the effect of class activities on both
individual and the class as a whole,
collecting information through observation of
classroom interactions, questioning, and
analysis of student work; Maintains useful records of student work and
performances and can communicate
student progress knowledgeably and
responsibly, based on appropriate indicators,
to student, parents, and other colleagues.

1.2.9 The preservice teacher is a reflective practitioner who

applies the ethical practices of the profession and
continually assesses the effects of his/her choices
and actions on others. This reflective practitioner
actively seeks out opportunities to grow
professionally and utilizes the assessment and
professional growth to generate more learning for
more students.
Performance Indicators: The preservice teacher applies a variety of self-assessment and
problem-solving strategies for reflecting on
practice, their influences on students' growth
and learning, and the complex interactions
between them; uses resources available for professional

Syllabus and Timeline Subject to Change practices professional ethics.
1.2.10 The preservice teacher fosters relationships with school
colleagues, parents, and educational partners in the
larger community to support student learning and
well being. participates in collegial activities designed to
make the entire school a productive
learning environment; talks with and listens to students, is sensitive
and responsive to signs of distress, and seeks
appropriate help as needed to solve
students' problems; seeks opportunities to develop relationships
with the parents and guardians of students,
and seeks to develop cooperative
partnerships in support of student learning
and well-being; identifies and uses the appropriate school
personnel and community resources to help
students reach their full potential.
1.2.11 The preservice teacher understands theories and
applications of technology in educational settings
and has adequate technological skills to create
meaningful learning opportunities for all students. plans and designs effective learning
environments and experiences supported
by informational and instructional
technology; uses technological applications to facilitate
a variety of effective assessment and
evaluation strategies; uses technology to enhance personal
productivity and professional practice;

Syllabus and Timeline Subject to Change

Academic Honesty

Academic integrity is fundamental to the activities and principles of

a university. All members of the academic community must be
confident that each person's work has been responsibly and
honorably acquired, developed, and presented. Any effort to gain
an advantage not given to all students is dishonest whether or not
the effort is successful. The academic community regards breaches
of the academic integrity rules as extremely serious matters.
Sanctions for such a breach may include academic sanctions from
the instructor, including failing the course for any violation, to
disciplinary sanctions ranging from probation to expulsion. When in
doubt about plagiarism, paraphrasing, quoting, collaboration, or
any other form of cheating, consult the course instructor.

Accessibility Statement:

If you anticipate barriers related to the format or requirements of this

course, if you have emergency medical information to share with
me, or if you need to make arrangements in case the building must
be evacuated, please let me know as soon as possible.

If disability related accommodations are necessary (for example, a

note taker, extended time on exams, captioning), please register
with the Disability Center (http://disabilitycenter.missouri.edu), S5
Memorial Union, 573- 882-4696, and then notify me of your eligibility
for reasonable accommodations. For other MU resources for persons
with disabilities, click on "Disability Resources" on the MU homepage

Intellectual Pluralism

The University community welcomes intellectual diversity and

respects student rights. Students who have questions or concerns
regarding the atmosphere in this class (including respect for diverse
opinions) may contact the Departmental Chair or Divisional Director;
the Director of the Office of Students Rights and Responsibilities
(http://osrr.missouri.edu/); or the MU Equity Office
(http://equity.missouri.edu/), or by email at equity@missouri.edu. All
students will have the opportunity to submit an anonymous
evaluation of the instructor(s) at the end of the course.

Syllabus and Timeline Subject to Change

Academic Inquiry, Course Discussion and Privacy

University of Missouri System Executive Order No. 38 lays out

principles regarding the sanctity of classroom discussions at the
university. The policy is described fully in Section 200.015 of the
Collected Rules and Regulations. In this class, students may make
audio or video recordings of course activity unless specifically
prohibited by the faculty member. However, the redistribution of
audio or video recordings of statements or comments from the
course to individuals who are not students in the course is prohibited
without the express permission of the faculty member and of any
students who are recorded. Students found to have violated this
policy are subject to discipline in accordance with provisions of
Section 200.020 of the Collected Rules and Regulations of the
University of Missouri pertaining to student conduct matters.

Student Drops:

To officially drop a course, students must request the drop through

myZou. Otherwise they will remain actively enrolled and be
financially responsible for the course fees. Students can go to the
Mizzou Online website (http://online.missouri.edu/enrollment-
procedures/add-drop.aspx) for information about adding/dropping
a course.

Severe Weather:

If the campus is closed and classes are cancelled at the University of

Missouri Columbia, assignments that are due on that date for this
class will be postponed until class resumes at the University.

Syllabus and Timeline Subject to Change

Tasks That Will Be Numerically Assessed and their Point Value/1000 points:

1. Participation in Discussion/Attendance - 200

2. Artists Journal Pages with Reflection - 200
3. One Page Portfolio - 100
4. Development of an Authentic Qualitative Assessment Tool - 100
5. Development of a Quantitative Assessment Tool - 100
6. Collaborative Text. 300

Each task (listed above) will be evaluated using these


1. Critical thinking
2. Uncovering and Synthesizing Information
3. Innovation
4. Collaboration when necessary
5. Responsibility
6. Intensity/Investment

Syllabus and Timeline Subject to Change