Assessment Data and Analysis
Explanation of Assessment Grading Criteria and
Scoring:
This rubric contains 3 sections: planning and ideation, creation and exploration, and reflection and connection. These three sections relate to the art standards and occur naturally in an art class. Each of these scoring criteria is broken down into four sections from advanced to in progress for the student to be graded. This allows for specific reflection and feedback on each student's performance in each section. The students were assessed with this rubric in the beginning of the semester for a pre-test and again for a post test at the end of the semester.
Pre and Post-Assessment Instruments:
Pre and Post-Assessment Results:
Discussion of Pre and Post-Assessment Results:
The main idea behind the pre and post-assessment is to show the growth of the students in our classroom. It can also be a helpful tool for a teacher to see where they might need to change their teaching style based on how the students learned. As a tool it is very important to look at the three sections of our rubric as to see where maybe all students didn’t grow as much as you thought and then you can go back and re-assess how those areas were taught. This allows for teachers to continually improve their teaching so that their students are growing and attaining the skills they need in life.
- Student One: She made improvements this semester by taking chances to experiment with new materials. She also improved in communicating a clear idea in her artwork.
- Student Two: During this semester this student became more independent when working on projects. He also consistently worked with his main idea when communicating through his artwork.
- Student Three: This student improved on communicating her ideas through multiple medias. She still needed to push herself to be more engaged in the art making process.
- Student Four: This student did really well with persevering while creating his using new processes. He needs to improve still on expressing a more clear connection to himself in his work.
- Student Five: During this semester she really improved and increased on making plans of her artwork. She also experimented more with materials throughout the semester.
- Student Six: He did really well with using his prior knowledge and applying it to the new art making process we used this semester. He was also very thoughtful about the intent behind his artwork.
- Student Seven: This student struggled to make connections at the beginning of the semester but as he began to solidify his ideas he was able to express them more clearly. He also improved on being engaged in the creative process.
- Student Eight: Overall she improved in planning, creating, and communicating her ideas. She especially improved on making clear plans of her artwork before creating them.
- Student Nine: As his ideas became clearer to himself he was able to create artwork that reflected these ideas. He still needed to work on making concrete plans of his ideas to make a more personal connection to his work.
- Student Ten: She attempted to work with the new art processes during the semester. When her experimentation didn’t turn out the way she wanted she was able to find a way to express her intent.
- Student Eleven: This student took chances to work with the new materials to communicate his ideas. He also improved on making personal connections to his artwork.
- Student Twelve: He continually tried to express his ideas through the materials in class. As the semester went on his artwork started to show disconnect because of a change in idea or intent.
- Student Thirteen: This student continually worked hard to express her ideas through the materials given in class. During the semester her idea evolved into a more encompassing theme that she was still able to make connections to.
- Student Fourteen: He used materials in a unique way to express his ideas. He was also purposeful during the creative process.
- Student Fifteen: She persevered during the creative process even when the materials didn’t work in the way she had hoped. She was still able to successfully communicate her ideas through problem solving.
- Student Sixteen: Her theme was consistent throughout the semester and we able to see this in her planning. She was also very thoughtful during the art making process so that she could express her ideas.
- Student Seventeen: Over the semester this student became more engaged while making his artwork when new processes were introduced. His ideas were also constantly expressed in his artwork.
Strengths and Weaknesses of Assessment Plan:
One of the biggest strengths of our assessment plan was that the rubric was broken into three groups that were based on the standards and things that naturally happen in an art room. The rubric was also able to show growth of our students from the beginning of the semester to the end which is the main idea behind an assessment plan.
One of the biggest weaknesses of the assessment is that all students are different and don’t always fit into one of the scoring criteria. Sometimes students fall in between areas and then the score they end up getting doesn’t always reflect where they are in the class. Also scoring the students is subjective. We made the rubric towards the end of the semester so trying to go back and pre-assess where the student were at the beginning of the semester could have been skewed by where they were at that point in the semester. We feel that our blog is a more representative of the learning that happened in the classroom because we were able to put down specific examples of what students did. Also being able to post videos of the students talking about their artwork is more of a representation of what they were learning instead of what we thought they learned.
One of the biggest weaknesses of the assessment is that all students are different and don’t always fit into one of the scoring criteria. Sometimes students fall in between areas and then the score they end up getting doesn’t always reflect where they are in the class. Also scoring the students is subjective. We made the rubric towards the end of the semester so trying to go back and pre-assess where the student were at the beginning of the semester could have been skewed by where they were at that point in the semester. We feel that our blog is a more representative of the learning that happened in the classroom because we were able to put down specific examples of what students did. Also being able to post videos of the students talking about their artwork is more of a representation of what they were learning instead of what we thought they learned.