Assessment Tools

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. The rubric looks as follows:

Poudre School District Growth Assessment for 2/3 Art

 

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

Scoring Criteria Advanced

4

Proficient

3

Partially Proficient

2

 

In Progress

1

Score

Pre

 

Post

Planning and Ideation Sketches and planningalways demonstratesideas, intent, and material exploration.

 

Student is highly effective when planning and plans influence desired product

Sketches and planning oftendemonstrates ideas, intent, and material exploration.

 

Student is effectivewhen planning andplans influence desired product

Sketches and planning sometimesdemonstrates ideas, intent and material exploration.

 

Student is somewhat effective when planning and plans influence desired product

Sketches and planningrarely demonstratesideas, intent, and material exploration.

 

Student is ineffectivewhen planning andplans do not influence desired product

   
Creation and Exploration Student demonstratescompleteunderstanding of the creative process and use of materials and techniques

Always demonstratesengagement and persists

Student demonstratessubstantialunderstanding of the creative process and use of materials and techniques

Often demonstratesengagement and persists

Student demonstrates partialunderstanding of the creative process and use of materials and techniques

Sometimesdemonstratesengagement and persists

Student demonstratesminimal understanding of the creative process and use of materials and techniques

 

Rarely demonstratesengagement and persists

   
Reflection and Connection Student alwaysreflects upon artistic choices and is highly effective indiscussing and connecting their work and the work of others Student oftenreflects upon artistic choices and is effective indiscussing and connecting their work and the work of others Student sometimesreflects upon artistic choices and issomewhat effective indiscussing and connecting their work and the work of others Student rarely reflects upon artistic choicesand is ineffective indiscussing 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

——————————————————————————————————————————————————————————————————

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.

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