The teachers of artistic and practical subjects have adopted Qridi as their assessment platform widely in Finland both in primary and secondary schools. In the assessment of these subjects documentation, working skills and self-assessment are emphasised. Giving a final grade for a report card is made a lot easier with Qridi, as the individual progress of the students has been documented throughout the year, and it’s available for all stakeholders to see. Furthermore, the learner’s own knowledge and understanding of the process is improved!
Ready-made learning modules are available in the Qridi library for crafts, P.E. arts and home economics. Teachers can activate them and use all or only the parts they find relevant to support their assessment.
Many teachers also use Qridi by creating their own assessment targets and other content. The multiple different ways Qridi can be used in artistic and practical subjects is described below.
Traditionally learning crafts in school has been about getting to know different techniques, materials and working on specific projects to apply those skills and knowledge. However, nowadays the focus is shifting more towards emphasising the understanding of different stages of the design process including planning, brainstorming and documentation. With Qridi documentation of those stages is made easy alongside the practical work. The most essential Qridi features for this are the Journals and Assessments.
A learning module for crafts can be found in the Qridi library to support the assessment of crafts. The module consists of a pre-created learning journal into which learners can add pictures, text and reflection of their progress in the subject. This functionality can be complemented with self- and peer-assessments of different stages of the design cycle. Furthermore, there are other supporting materials in the module, including descriptions for different grades.
The learning module for crafts works best when the journal and assessments are used regularly during the course of the studies.The learning module has been created by two Finnish teachers (Marika Kerola and Sebastian Vakkuri) from the Ritaharju School in Oulu, Finland.
The central elements of Qridi that are most commonly used when teaching P.E. are Assessments, Task lists and Journals. Teachers can choose to create their own assessment targets, tasks and journals or use ready-made learning modules from the Qridi library.
The learning modules for P.E. (separately or primary and secondary school) help teachers accumulate data to support their report card assessment. Both Learning modules have ready-made tasks in the task lists that provide a clear structure for teacher assessment as well as an opportunity to make assessment transparent and understandable bot for students and parents.
The most common sports have been collected in task lists and divided according to comon content areas found in many curricula. Each task card is tagged according to which learning objective it is connected with. When the theme of a task card has been covered in a lesson, students can make a self-reflection according to how they felt they performed. Teachers can follow this feedback and use it to support their own assessments.
The learning modules also have self-assessments for students with which they can jregularly think about their attitude, working and level of engagement.
It is easy to activate the learning module in Qridi and start using it straight away. The Physical education learning module in Qridi has been created by Rea Tiilikainen and Teemu Tittonen from Ritaharju School in Oulu, Finland.
The home economics learning module includes a series of assessments, task lists and other functionality that Finnish home economics teachers typically use in their work. For example, there are tasks for the students to complete at home, diaries with which students can bring forth evidence for extra activity they have had in relation to home economics, as well as a series of assessments (can be done both as self- and teacher assessment) to support the summative assessment of students’ study skills and engagement during the lessons.
For the meal plan, which is often done in home economics class, there is a ready-made task list and self-and teacher-assessment in the Qridi home economics learning module. Furthermore, there are wall displays available, which describe the actions learners are expected to take in order to achieve good grades.
Teachers can choose those parts of the module they find most appropriate for their own teaching style. Alternatively, they can use the Qridi functionality to create the modules completely according to their preferences.
The learning module consists of journals and a task list. Students can collect evidence of their artistic process and reflect on the progress they are making into their process journal. There is also another public journal into which completed pieces of art can be uploaded for peer commenting. The task list has a collection of checkpoints that allow both the learner and the teacher to make sure different skills and learning objectives from the curriculum are covered. Lastly, there is an assessment event avalable in which the teacher can record the final grades.
The arts learning module in Qridi has been created by Sari Sälevä ja Emilia Hiltunen from the Yli-Ii school in Finland.