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This Assessment Design Plan outlines my approaches and strategies for assessment for and of learning. Prepared for School Placement 2, the plan details the ways self, peer, and teacher feedback happens in the four stages of the Junior Cycle framework- through research, initial ideas, the process of development, and realised work. 

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At the forefront of this plan is formative assessment. Addison and Burgess (2000) clearly define formative assessment as, 

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Assessment that is for learning, as opposed to merely of learning, looks forward as well as back. Teachers who assess in this way are concerned not just to confirm and verify what their students have learned, but also to help their students and themselves understand what the next steps in learning should be.

Assessment for learning can take the form of critique, discussion, feedback, peer review, self-assessment, and review of work. It focuses on the concepts, skills, and knowledge that are used rather than just imparted, allowing teachers to think critically about how the project is progressing, how we teach, and how we can best adapt to our students' needs. This plan indicates my approach to self, peer, and teacher feedback, through self-assessment checklists, concept development in the sketchbook, using the 'What if?' question or Ladder of Feedback, and verbal and written notes on improvement to students. 

This plan coincides with the Unit of Learning titled 'Utopian and dystopian imaginary compositions inspired by Hieronymus Bosch and other surrealist works'. 

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Addison, N. & Burgess, L., (2000). Learning to Teach Art and Design in the Secondary School. London: Routledge Falmer