Assessment Data and Analysis

Explanation of Assessment Grading Criteria and Scoring

Assessment is crucial to determine student growth. In order to demonstrate not only what I have taught but also what students have learned it is important to pre and post assess.

To help determine student growth we utilized a rubric that directly aligns with the standards of comprehend, reflect, create and transfer. Students are assessed to see where they fall in terms of advanced, proficient, partially proficient, or in progress. Students were assessed based on this rubric at the beginning of the semester and the end of the semester.

In addition to completing this rubric as a post assessment and pre assessment tools. We also documented all student learning on a blog: twothreeartwithme.wordpress.com

The blog demonstrates, in depth, the learning that occurs in each class and some specific examples from students that occurred in the class. This demonstrates how students were forming ideas, creating, problem solving, and reflecting.

In the classroom we also utilized sketchbooks to assess student learning. In sketchbooks students would document how they create their art. They served as records of discoveries and demonstrate how students formulate their ideas.

Also to document discoveries we utilized a discovery board. As students discovered new ways of using materials we posted them on a board to share with the rest of the class.

The last way we assessed student learning was through reflective learning assessments. In getting students to talk about their art we were able to assess their knowledge and their growth. Students could talk about their process and their ideation strategies as well as any struggles they encountered along the way.

Pre and Post Assessment Instruments

Poudre School District Assessment of Elementary Art

Student Name:___________________________________________________________   Pre Date:___________________ Post Date:_____________________

Scoring Criteria Advanced 4 Proficient 3 Partially Proficient2

 

In Progress1 ScorePre  Post
Planning and Ideation Sketches and planning always demonstrates ideas, intent, and material exploration

Student is highly effective when planning and plans influence desired product

Sketches and planning often demonstrates ideas, intent, and material exploration

Student is effective when planning and plans influence desired product

Sketches and planning sometimes demonstrates ideas, intent and material exploration. 

Student is somewhat effective when planning and plans influence desired product

Sketches and planning rarely demonstrates ideas, intent, and material exploration

Student is ineffective when planning and plans do not influence desired product

Creation and Exploration Student demonstrates complete understanding of the creative process and use of materials and techniquesAlways demonstrates engagement and persists Student demonstrates substantial understanding of the creative process and use of materials and techniquesOften demonstrates engagement and persists Student demonstrates partial understanding of the creative process and use of materials and techniquesSometimes demonstrates engagement and persists Student demonstrates minimal understanding of the creative process and use of materials and techniques 

Rarely demonstrates engagement and persists

Reflection and Connection Student always reflects upon artistic choices and is highly effective in discussing and connecting their work and the work of others Student often reflects upon artistic choices and is effective in discussing and connecting their work and the work of others Student sometimes reflects upon artistic choices and is somewhat effective in discussing and connecting their work and the work of others Student rarely reflects upon artistic choices and is ineffective in discussing and connecting their work and the work of others
Total Score

Qualification of Terms:

Highly Effective: to the greatest degree producing intended or expected result     Complete: deeply explored and achieved results
Effective: producing intended or expected result                                                     Substantially: achieved results
Somewhat Effective: Attempt at producing intended or expected result               Partial: attempt to achieve results
Ineffective: Little attempt and unable to achieve results                                         Minimal: No attempt to achieve results

Always: 100% of the time

Often: 80-99% of the time

Sometimes: 60-79% of the time

Rarely: Less than 59% of the time

Pre and Post Assessment Results

 

Student Name Gender Grade Pre Post 
 (1) M 2 P-3C-2

R-3

Total-8

P-4C-3

R-4

Total-11

 (2) F 3 P-1C-1

R-1

Total-3

P-3C-2

R-3

Total 8

 (3) F 3 P-2C-2

R-2

Total-6

P-3C-4

R-4

Total-11

 (4) F 3 P-3C-2

R-3

Total-8

P-3C-4

R-4

Total-11

 (5) F 3 P-2C-2

R-1

Total-5

P-4C-4

R-4

Total-12

 (6) F 2 P-3C-3

R-2

Total-8

P-4C-4

R-3

Total-11

 (7) M 2 P-2C-2

R-2

Total-6

P-2C-2

R-3

Total-7

(8) F 2 P-1C-2

R-1

Total-4

P-4C-4

R-4

Total-12

 (9) M 2 P-1C-1

R-2

Total-4

P-2C-2

R-3

Total-7

 (10) M 2 P-2C-2

R-1

Total-5

P-4C-3

R-4

Total-11

 (11) M 3 P-3C-1

R-1

Total-5

P-3C-4

R-4

Total-11

 (12) M 3 P-1C-1

R-2

Total-4

P-3C-4

R-4

Total-11

 (13) M 2 P-1C-1

R-1

Total-3

P-2C-3

R-3

Total-8

 (14) M 2 P-1C-1

R-1

Total-3

P-3C-3

R-3

Total-9

 (15) F 3 P-2C-1

R-1

Total-4

P-3C-3

R-2

Total-8

 (16) M 3 P-2C-2

R-1

Total-4

P-4C-3

R-3

Total-10

 (17) M 3 P-2C-3

R-3

Total-8

P-4C-4

R-4

Total-12

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Discussion of Pre and Post Assessment Results

Interpreting data allows for an educator to determine growth in the classroom, where improvement needs to occur, and any exceptionality. It is seen in the data that all students were able to show growth. There was not any real identification that students who were in 2nd grade showed more growth than the 3rd graders of visa versa. All students were able to show growth and it was not dependent on grade.

 

Student 1 started out strong but showed significant growth. He was able to refine the skills he already had to show that he was advanced in terms of planning and reflecting. He needs to, in the future, gain skills to create his art to learn techniques and processes, which he didn’t always fully engage in.

Student 2 started out with very little ability demonstrated to plan, create, and reflect. She showed growth with planning and reflecting significantly but she still showed very little engagement with the creation process. Demonstrating skills learned in creating would be necessary for her in the future.

Student 3 shows immense ability in art but demonstrating those skills wasn’t always something that she did. She showed great promise in reflecting but reflecting on her own wasn’t something she did as well as reflecting with help from the teachers.

Student 4 started, as one of the strongest students in the class and her ability to plan and reflect was far higher than expected at the beginning of the year. She showed growth in all areas but should be pushed to challenge herself to create in the future.

Student 5 showed some of the most growth in class. She showed to be exceptional in creating and reflecting at the end of the semester and became extremely engaged in the process of making 3D art.

Student 6 started out scoring higher than most of the other students in the class. She still showed growth in all areas though finishing out scoring above average on two of the three criteria.

Student 7 began where we expected most of the students to be but showed very little growth. The only area he was able to show growth was with reflection. He showed little interest in art no matter how we pushed him.

Student 8 showed the most growth in the class. She started on the lower end of the spectrum but ended the year showing above average in all areas. She showed a significant amount of skill in creating, reflecting, and planning.

Student 9 was a struggle to keep engaged in the creating process but he showed to be strong when it came to reflecting on whatever he made. He often would only spend 5 minutes per class creating and the rest of the time talking about what he had done.

Student 10 showed significant growth in all areas. He proved to be at least proficient in all areas even proving to be advanced in two areas. The only thing he still needs to work on is his skills in creating.

Student 11 proved to be advanced when making his artwork but really struggled to find the connection between planning and making art. He showed minimal interest in this step and there was sometimes a disconnect between the plan and his creations.

Student 12 started at the lower end of the spectrum but really showed growth by the end of the semester. He showed he was able to create and reflect but still needs to put into practice the importance of formulating ideas and planning.

Student 13 proved to be meeting expectations in the class but really struggled to plan ideas of his own. He would often look at other classmates’ art and just use their ideas to make his own version of things. He really needs to plan his own art.

Student 14 started as one of the lowest scoring students in the class but proved to be proficient in all areas by the end of the semester. He showed a significant amount of growth in all areas and would have, probably, given more time, have grown to be advanced.

Student 15 is a student who we saw great growth in from the beginning of the semester to the end. She needs to really reflect more on her artistic choices but proved to be proficient in planning and creating.

Student 16 started about where the average was at the beginning of the semester and showed growth in all areas. He showed great detail in his planning that influenced his art work.

Student 17 started out as one of the strongest students in the class and finished off that way as well. He showed great attention in creating, planning and showed a strong ability to articulate his intentions of his art.

 

Strengths and Weaknesses of the Learning Experience

Strengths: Students in the class were engaged with all of the lessons we had taught them as we tried to connect each with their identity. Giving the students a variety of materials to explore with was also beneficial. For some of the lessons, it was beneficial that they were quick and the transition from one material to the next proved to be helpful to keep all students interested. We were also able to engage all students in contemporary artwork based on the project we were introducing. Most of our ideation activities were strong in engaging students with materials as well.

 

Weaknesses: By not allowing a long time for some of the projects some of the students felt rushed to finish when they could have easily spent another day working on the project. The way we had organized the unit the beginning of the semester was focused on 2D and the end was focused on 3D. There was a disconnect between the unit and I feel as though this could have thrown off the pre and post assessment because the pre assessment was based off of a 2D project while the post assessment was based off of a 3D project.

Because of the way procedures and lesson plans were written there were sometimes a disconnect between the objectives and the procedures. Had I been able to plan and teach on my own I know that I would have liked to establish certain procedures that would be used to reinforce artistic behaviors such as planning and reflecting. The activities we had planned for them to do were inconsistent- some proving to be stronger and more beneficial than others.

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