Genom webbkameran Distansundervisning och formativ återkoppling i skapande processer

Abstract

In the late spring of 2020, the practice of teaching upper secondary school was confined to distance learning and online environments due to the rapid spread of COVID-19. This meant teaching and assessing students through video conference tools as well as digital platforms. As a future arts teacher, I was interested in investigating the possibilities and limitations with teaching art courses online. The study consists of eight interviews with art teachers currently working with teaching upper secondary classes in online environments. The aim of the study has been to find teachers’ views on possibilities and limitations in giving formative assessment in online environments on students’ artistic processes. I have used Grounded Theory to find themes in teacher experiences and strategies of utilizing conference tools and online environments to gain insights and provide formative assessment of students’ artistic processes. The main findings indicate that formative assessment is possible to practice in online environments. Several of the informants have found individual feedback to be more focused and in depth in one-on-one video conferences. Process portfolios have successfully been used to make artistic and learning processes visible. However, frequent student to student interactions, spontaneous peer assessment and possibilities to overview the digital classroom, were lacking in the online environments. Moreover, teachers report that the timing of feedback is not well integrated in the students’ workflow but is often given after the lesson. In general, teachers report an increase in written feedback, but some teachers hesitate to use this because they cannot get a sense of how the students receive it. Because there has been little to no time to plan for the changed circumstances of teaching, there is much room for improvement in the structuring of distance learning, if it were to continue or expand in use.