Assessment+of+Animations

Stop Motion Animation: Effect on Assessment __**    a)   **Students assessing.** Students are able to evaluate, edit and improve the quality of their work __as__ they are working. Stop motion animation is also ideal for introducing self and peer assessment tasks for the students.     b)   This style of activity is also **supportive of immediate feedback** from the teacher. This should be positive and include constructive scaffolding where needed. Students can learn and make improvements during the task rather that at the end (as with more traditional learning). (Johnson & Lynch, 2004). c)  Group work enables teachers to **assess** **student’s interpersonal skills** and provide guidance on improving their methods and clarity of communication. Stop motion animation is an appropriate activity for the development of students in Yrs 3-6 because of the values associated with group work.‘ Middle years students…are at the developmental age where they can think both critically and creatively. These students like to work in groups.’ (Corcoran, Derishmer & Tichenor, 2004).    d)   It is conducive to **assessment rubrics that cover the curriculum** in all three strands and various domains of VELS (2008). Students can also be involved in the development of criteria for the rubrics. Through rich discussion in rubric formulation, assessment by students,and through written self-reflections regarding their learning, the teacher is able to assess applied learning. The use of ‘I can teach…’ statements from children is an alternative method of assessment that requires students to reflect on their learning and draw on higher level thinking. (Corcoran et al. 2004). e) **Problem solving and creativity.**    Students are likely to encounter many problems that require group consultation and agreement to solve. The creativity students demonstrate in problem solving and in idea generation can also be assessed during the task or at the conclusion. Both problem solving and creativity are great examples of students engaging with higher order thinking and should not be overlooked. These can be assessed informally as the teacher moves around the groups of from specific tasks required of the students (such as self / group reflection). Teachers can encourage this reflection during tasks by roaming and asking probing questions.       f)   A **multi faceted** task such as Claymation **requires careful planning** to maximise the assessment opportunities. Assessment for future directed learning as well as applied learning. It is also important to consult VELS to maximise the integrations possibilities.
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__References:__

Corcoran, A., Dershimer, E., Tichenor, M., 2004, //Clearing house, a journal for modern junior and senior high schools// ‘A teacher's guide to alternative assessment: Taking the first steps’, v.77 no.5, pp.213-216

J  ohnson, R., & Lynch, J., 2005, Change happens: acceptance of 'impermanence' and 'flow' in teachers' professional reflections on technology and change, //Doing the Public Good: Positioning Educational Research// - AARE 2004 International Education Research Conference Proceedings, AARE, Melbourne. < http://www.aare.edu.au/04pap/lyn04292.pdf< accessed 14 March 2008.

Victorian Curriculum and Assessment Authority, 2008, // Victorian Essential Learning Standards, // < http://vels.vcaa.vic.edu.au/essential/index.html> accessed 06 May 2008