Assessment Grading Criteria and Scoring:
Our Unit Pre- and Post-Assessment Instrument was the PSD Elementary Visual Arts Assessment form. This was an identical instrument for both pre- and post-assessment. Here are the ways in which the PSD assessment criteria align with the Colorado Standards and our Unit GLEs:
1. The PSD Planning and Ideation category aligns with:
Standard 2: Envision and Critique to Reflect
GLE 2: Specific methods of planning support the development of intended meaning
2. The PSD Creation and Exploration category aligns with:
Standard 3: Invent and Discover to Create
GLE 3: Use artistic media and expression to communicate personal and objective points of view.
3. The PSD Reflection and Connection category aligns with:
Standard 4: Relate and Connect to Transfer
GLE 4: Viewers and patrons make personal meaning and infer artistic intent.
Furthermore, all three of the PSD Assessment categories align with:
Standard 1: Observe and Learn to Comprehend
GLE 1: Visual arts learning involves analyzing the formal and sensory qualities of art.
1. The PSD Planning and Ideation category aligns with:
Standard 2: Envision and Critique to Reflect
GLE 2: Specific methods of planning support the development of intended meaning
2. The PSD Creation and Exploration category aligns with:
Standard 3: Invent and Discover to Create
GLE 3: Use artistic media and expression to communicate personal and objective points of view.
3. The PSD Reflection and Connection category aligns with:
Standard 4: Relate and Connect to Transfer
GLE 4: Viewers and patrons make personal meaning and infer artistic intent.
Furthermore, all three of the PSD Assessment categories align with:
Standard 1: Observe and Learn to Comprehend
GLE 1: Visual arts learning involves analyzing the formal and sensory qualities of art.
Pre and Post Assessment Instrument:
psd_assessment_.pdf | |
File Size: | 425 kb |
File Type: |
Pre and Post Assessment Results:
Click the file below to enlarge the image!
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Student A is highly engaged during class discussion, and has shown growth in her art style and technique.
Student B has improved on his focus during class with helpful reminders, and still like to take his assignments into his own hands. Student C has increased class participation, and continues to thoughtfully reflect on her own artwork. Student D has increased her voice among her peers during class, and has been fully engaged in both 2D and 3D art projects. Student E continues to add insightful comments during class discussion that is relevant to the topic being discussed, and works quickly during class, constantly adding onto his original project ideas. Student F has shown less engagement in art then his other subjects, and likes to work quickly, constantly changing is product from his original idea. Student G continues to arrive to class stating a lower energy than her classmates during our circle talk, but proves to herself and others by fully engaging in her art-making process and continually adding details to her 3D project. Student H has an excited attitude ready to learn every day, and loves to expand upon his own ideas, but felt timid toward building techniques or the 3D process. Student I continues to show his intelligence to the class, but no longer engages in the art-making process. Student J is continuously helping classmates and teachers and is happy to partner up with any of her peers and continues to contribute to class discussions. Student K is enthusiastic every day in class, and is eager to work on his projects during class time with improvement on deeper thinking and original ideas. Student L is very engaged with the project at hand, and speaks up in class when she feels a necessary comment has not yet been covered. Student M engages his classmates with new ideas during class discussions, and has moved toward following one avenue rather than many during the creation of his 3D sculpture. Student N has continued to show enthusiasm for art and his ideas, and is extremely precise with his plan of creation, while the execution takes time and has a harder time showing precision. Student O like to be involved with class and peer conversations, and shows her understanding through showing her art to others and class critiques. Student P is very focused on brainstorming and creating his artwork, he engages in class and peer discussions, focusing the classmates around him on the content being covered in class. Student Q continues to have a quiet manner among peers, but always willing to share her artwork or ideas during class discussion. Student R is very driven during class, focusing on her own artwork rather than others. She is always willing to assist others, but comes back to her own project in a responsible manner. |
Discussion of Pre and Post Assessment Results:
Looking at the graphs, the students started near the lower end of the spectrum, receiving mainly ones and twos, in the three categories: Planning and Ideation, Creation and Exploration, and Reflection and Connection. These three categories along with the rubric and description are used to assess students throughout the Poudre School district. We decided to use these standards as well; it gave us experience as teachers grading students based off of a district’s standards, and it kept the grading uniform across the district allowing for easier comparison.
Planning and Ideation were geared toward students exploring materials, formulating ideas, and clearly communicates/expresses intended meaning in a complex and inventive way. This description demonstrates the highest of most effective achievement a student can reach in this category. Our main focus for pre-assessment was to see how students would explore, use, and mix media given to them. We had a “set” of materials per table that consisted of graphite and colored pencils, oil pastels, and water colors. Their sketchbook was used as their surface to create their “creative thinking lab” using a mixture of the materials. We did not give them any restrictions or instructions as far as which materials they had to use, when the student’s asked we responded with “it is your choice for which materials you use.” Our post assessment, although using the same rubric, was focused more on how they explored and used the materials we had chosen for each project. Drawing materials for ideation. paint on canvas, molding clay for ideation, and recycled/found objects for sculpture. A lot of time was spent on ideation and creation for their painting on canvas. The students became very comfortable with these materials and methods and were not afraid to try new things on their paintings. But we noticed a switch when it came to building their transportation out of recycled objects. The students were very unsure of their ability to attach objects and put their creation together. With teacher and peer encouragement, the students overcame this obstacle quickly and resumed with confidence where they had left off with their paintings. We were able to see the class grow significantly in this category.
Creation and Exploration was demonstrated through independent perseverance and a high level of engagement in the creative process. The students also demonstrates a sophisticated use of materials and techniques. This description demonstrates the highest of most effective achievement a student can reach in this category. As a class, this was our lowest category. We had spent a lot of time on ideation and how they would create their painting and sculpture, but when it came to the process of creating their final products the execution of their ideas seemed to fizzle out. We realized we needed to allow of some development of ideas during the creating of the final product. This was much more evident in their sculpture piece; because of the difference in time given to the students for ideation and creation, they were able to gather thoughts and ideas, and create a sculpture while simultaneously unfolding the finishing details to their end product.
Reflection and Connection happens when students thoroughly analyze, evaluate and communicate personal connections with works of art and ideas using the language of art. This description demonstrates the highest of most effective achievement a student can reach in this category. In the beginning, words such as cool, crazy and pretty were used to described works of art. As the semester went on and we dove into different techniques the students would engage in conversation with each other using phrases such as light and shadow, foreground-middleground-background, and the primary colors. We used activity sheets frequently to help document the student’s reflective thoughts along with class, small group and paired discussions. The first “Artist- Interview” is drastically different from the last. The students required a lot of direction when talking about their own artwork in the beginning, and during the last class not one student needed further direction or asked to elaborate on their final thoughts. The class grew consistently with each other throughout the semester in this category.
Planning and Ideation were geared toward students exploring materials, formulating ideas, and clearly communicates/expresses intended meaning in a complex and inventive way. This description demonstrates the highest of most effective achievement a student can reach in this category. Our main focus for pre-assessment was to see how students would explore, use, and mix media given to them. We had a “set” of materials per table that consisted of graphite and colored pencils, oil pastels, and water colors. Their sketchbook was used as their surface to create their “creative thinking lab” using a mixture of the materials. We did not give them any restrictions or instructions as far as which materials they had to use, when the student’s asked we responded with “it is your choice for which materials you use.” Our post assessment, although using the same rubric, was focused more on how they explored and used the materials we had chosen for each project. Drawing materials for ideation. paint on canvas, molding clay for ideation, and recycled/found objects for sculpture. A lot of time was spent on ideation and creation for their painting on canvas. The students became very comfortable with these materials and methods and were not afraid to try new things on their paintings. But we noticed a switch when it came to building their transportation out of recycled objects. The students were very unsure of their ability to attach objects and put their creation together. With teacher and peer encouragement, the students overcame this obstacle quickly and resumed with confidence where they had left off with their paintings. We were able to see the class grow significantly in this category.
Creation and Exploration was demonstrated through independent perseverance and a high level of engagement in the creative process. The students also demonstrates a sophisticated use of materials and techniques. This description demonstrates the highest of most effective achievement a student can reach in this category. As a class, this was our lowest category. We had spent a lot of time on ideation and how they would create their painting and sculpture, but when it came to the process of creating their final products the execution of their ideas seemed to fizzle out. We realized we needed to allow of some development of ideas during the creating of the final product. This was much more evident in their sculpture piece; because of the difference in time given to the students for ideation and creation, they were able to gather thoughts and ideas, and create a sculpture while simultaneously unfolding the finishing details to their end product.
Reflection and Connection happens when students thoroughly analyze, evaluate and communicate personal connections with works of art and ideas using the language of art. This description demonstrates the highest of most effective achievement a student can reach in this category. In the beginning, words such as cool, crazy and pretty were used to described works of art. As the semester went on and we dove into different techniques the students would engage in conversation with each other using phrases such as light and shadow, foreground-middleground-background, and the primary colors. We used activity sheets frequently to help document the student’s reflective thoughts along with class, small group and paired discussions. The first “Artist- Interview” is drastically different from the last. The students required a lot of direction when talking about their own artwork in the beginning, and during the last class not one student needed further direction or asked to elaborate on their final thoughts. The class grew consistently with each other throughout the semester in this category.
All of our assessments, written and oral, fit the recorded standing of each individual student and our class as a whole. As stated in the discussion above, we had two projects that utilized time in very different ways. There were strengths to both of them, and overall the students thoroughly enjoyed and grew during both projects. The painting was heavily focused on ideation and utilizing different techniques, whereas the sculpture was more about function and creating a physical representation that shows the viewer how it would work on another planet. Toward the end of the painting project students were on the verge of lacking interest in the concept, but were very proud of their final product. THe sculpture project happened in a blink of an eye. It was a good idea to switch up the style of working, with a less intense focus for students and more “play time” with material. A downside to our quickness was students started making rash decisions, and even adding onto their sculpture just to have that found object. The lack of intense planning changes the way students approached their piece and the amount of effort that went into their decision making process. A balance between the two projects could solve the inconsistencies, but the benefit of changing up how a projects were approached was a great learning experience for both the students and teachers.
Strengths and Weaknesses of Assessment Plan:
Strengths-
A big strength that shone through the semester consisted of our reflective activities. We had at least one at the end of every class period and some days the reflective activity took the main focus. We used our discovery board as an accumulation of thoughts from the students; the students were given a question to respond to at the end of each class period, then they would stick their note to their name on the board. The discovery board created consistency and expectations for the students plus a closure for the students to add any last thoughts from the day. Our in progress critiques and artist interviews helped students direct them selves in areas they were proud of and areas that still needed work. This started with feedback from teachers and eventually the students were able to see for themselves where they were lacking a light source, or their sculpture needed better reinforcements. Finally, out exhibition activity sheet and group discussions utilized a book called “Talking about Student Artwork” by Terry Barrett. We had a multi level reflection sheet with drawing, story writing and sharing. Then the student groups had roles such as moderator, reader and recorder to discuss: what they saw, what did it mean and how do they know that (using evidence they could gather). Overall the students were able to investigate and reflect on their own and others artwork with comfort and confidence.
Weaknesses-
A weakness is just another goal to get better at. One aspect of teaching that will never go away are lesson plans. We now have a solid understanding of what each lesson entails, but there will always be room for improvement and a way to get better. One specific point of growth that occurred had to do with our pre-assessments. By the end of the semester we had gone back to old lessons, changed our pre-assessment descriptions into measurable actions that we were able to check and test beforehand, rather than just our objectives rearranged into question format.
Another part of this program included entering someone else’s classroom and establishing a separation between their daily routines and our art class routines. There were certain discipline or redirect steps, for their class that we did not follow. Because we were not in our own space, that meant bringing all of our own supplies to the classroom for art. Transporting materials somewhat limited what we could do in the classroom and did not allow for as much student input toward those materials.
Lastly, during our longest project we introduces multiple techniques to help improve the representations of the students new world. These included two-dimensional techniques such as overlapping, light directions and using a foreground-middleground-background template as well as application techniques like color mixing and using acrylic paints with water versus a dry-brush technique. The depth we went into for the quantity of techniques led to less practice time before applying the technique to their final product. Watching student involvement in their own projects confirms that there will always be a need for more time in the art room!
A big strength that shone through the semester consisted of our reflective activities. We had at least one at the end of every class period and some days the reflective activity took the main focus. We used our discovery board as an accumulation of thoughts from the students; the students were given a question to respond to at the end of each class period, then they would stick their note to their name on the board. The discovery board created consistency and expectations for the students plus a closure for the students to add any last thoughts from the day. Our in progress critiques and artist interviews helped students direct them selves in areas they were proud of and areas that still needed work. This started with feedback from teachers and eventually the students were able to see for themselves where they were lacking a light source, or their sculpture needed better reinforcements. Finally, out exhibition activity sheet and group discussions utilized a book called “Talking about Student Artwork” by Terry Barrett. We had a multi level reflection sheet with drawing, story writing and sharing. Then the student groups had roles such as moderator, reader and recorder to discuss: what they saw, what did it mean and how do they know that (using evidence they could gather). Overall the students were able to investigate and reflect on their own and others artwork with comfort and confidence.
Weaknesses-
A weakness is just another goal to get better at. One aspect of teaching that will never go away are lesson plans. We now have a solid understanding of what each lesson entails, but there will always be room for improvement and a way to get better. One specific point of growth that occurred had to do with our pre-assessments. By the end of the semester we had gone back to old lessons, changed our pre-assessment descriptions into measurable actions that we were able to check and test beforehand, rather than just our objectives rearranged into question format.
Another part of this program included entering someone else’s classroom and establishing a separation between their daily routines and our art class routines. There were certain discipline or redirect steps, for their class that we did not follow. Because we were not in our own space, that meant bringing all of our own supplies to the classroom for art. Transporting materials somewhat limited what we could do in the classroom and did not allow for as much student input toward those materials.
Lastly, during our longest project we introduces multiple techniques to help improve the representations of the students new world. These included two-dimensional techniques such as overlapping, light directions and using a foreground-middleground-background template as well as application techniques like color mixing and using acrylic paints with water versus a dry-brush technique. The depth we went into for the quantity of techniques led to less practice time before applying the technique to their final product. Watching student involvement in their own projects confirms that there will always be a need for more time in the art room!