Evaluating work

When pupils are making work, they are making decisions about what to do at every stage. Progress in Art and Design comes from making better decisions. The way to improve the quality of the decision-making is to consider what has worked and what hasn’t. This is easier once the pupil and teacher share a way of talking about work and progress (see Using the visual elements). The activities in the table below suggest what evaluating work might look like in class.

There is more material available on Assessment for Learning and on Thinking Skills and Personal Capabilities. You might find this helpful for planning assessment and evaluation.

Learning intentions

  • We are learning to explain and share ideas, discuss difficulties, review and modify our work to find solutions.

Learning Activites

In addition to the activities proposed for Key Stage 1, give Key Stage 2 pupils the opportunity to:

  • talk about their work, both as they make it and when it is finished:
  • describing how they made it and highlighting a part of the work that was particularly successful; and
  • suggesting ways they could modify or improve their work;
  • use appropriate vocabulary associated with different media and processes;
  • speak or write about the colour, tones, lines, shapes and spaces, textures and patterns in their work;
  • talk about the composition of their work, referring to, for example, the foreground, middle ground and background;
  • learn through working with their peers, sharing their ideas and listening to each other;
  • compare the diverse range of outcomes the pupils produce from the same starting point: they might all have the same activity brief, but their pieces of work might look very different;
  • evaluate the suitability of a design solution, e.g. a logo for a sporting event such as the Olympics; and/or
  • write descriptive words and comments about their work in progress and on completion.