Unit Pre- and Post-Assessment Instrument:
For this class, we used the same rubric in the beginning as we did in the end of the unit. We didn't weigh any portion of the rubric any different than we did before, making this an identical assessment. Below I have outlined how the unit GLEs created by my partner and I align with our pre- and post-assessment rubric:
Comprehend - Characteristics and expressive features of art and design are used to identify and discuss works of art.
Comprehend - Characteristics and expressive features of art and design are used to identify and discuss works of art.
- This aligns with the pre- and post- assessment's section which is "reflection & connection" because it is grading the student's ability to connect what they know to their work as well as being able to speak well about it, using key words or phrases that show that they have gained an understanding.
- This goes along with the explanation for "comprehend." Looking at that same section in the pre-/post-assessment, it is made clear that we are asking them to not only explain and understand what they did verbally, but also to show their personal connection to the work.
- This one goes with the "creation & exploration" section of the pre-\post-assessment. That's because we ask them to create within the means of how a studio runs - being present, engaged, and conscientious of those working around them. It's also about the "independent perseverance" in the creative process which is a useful studio skill to have, especially when confronted by new ideas or material.
- This one identifies with "planning & ideation," making these standards all align with each portion of the pre-/post-assessment and having all accounted for. This one aligns here because it shows the was of connection with the an "intended meaning" through the use of art materials in an inventive and interesting way.
Assessment Tools:
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Below are our rubrics used for us as the teachers to grade the students - a teacher-centered approach - however, we also used a form that was beneficial to both the students (student-centered) as well as for the teacher (teacher-centered). This was our weekly reflection after each class. It has been made accessible to all students, families, and written by my partner teacher and I to reflect on how things went that day and on what we can do next time to improve. That can be viewed at the link to the right.
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Other ways of assessment:
Other ways we did assessments were mostly on the scale of Individual Process Critiques (or IPCs). What this entails is us teachers would go around and speak with students one on one to see where they feel they are at with their project, how they plan on completing it, as well as working out any issues they are having with the material or with the amount of time left to complete out projects. These critiques started out with a simple question which many of our videos seen on the website listed above are answering, which is - what is going on in your (insert project here).
Finally, we did a Programmatic Assessment at the final show where all of their art work and others were shown. We used the worksheet below in or to assess their learning. We split into our collaborative partnerships and had them reveal each of the questions as they go and answer them all. The rules were that you could only choose ONE work from their own class for only ONE question, you may have different answers - in fact, it's encouraged, You must discuss WHY you chose that particular work for the question, and finally, you must come to an agreement through discussion about whose work is the "best in show."
When we finished up with this, we returned to the class and drew in our sketchbooks what we would do if we did the same project that the person who made the artwork that was decided "best in show" by their group.
Finally, we did a Programmatic Assessment at the final show where all of their art work and others were shown. We used the worksheet below in or to assess their learning. We split into our collaborative partnerships and had them reveal each of the questions as they go and answer them all. The rules were that you could only choose ONE work from their own class for only ONE question, you may have different answers - in fact, it's encouraged, You must discuss WHY you chose that particular work for the question, and finally, you must come to an agreement through discussion about whose work is the "best in show."
When we finished up with this, we returned to the class and drew in our sketchbooks what we would do if we did the same project that the person who made the artwork that was decided "best in show" by their group.
