Assessment Data and Analysis
-Explanation of Assessment Grading Criteria and Scoring-
The pre- and post- assessment tools used this semester were the Poudre School District visual art rubrics. Each assessment was done using the same rubric, so it was reflecting on the same scoring criteria. An example of this rubric can be found on the Assessment tools page of this teacher work sample. This assessment tool worked with the unit goals, lesson objectives, state standards and GLEs very well. This rubric asks how well students are able to plan, create, explore, and reflect on their work. Students were expected to do each of those criteria every class. Each of the lessons was focused on seeing how willing students were to explore materials and create using those materials. This rubric was also created with the state standards in mind so it makes sure that each student is reaching each of the standards required.
-Pre- and Post-Assessment Results-
In the graphs below data that was taken from each students pre- and post- assessment rubric was compared. In the graph of the data for each individual it shows how much growth each student showed through the semester. The growth of the students is also visible in the pie charts that show the pre-assessment score and the post-assessment scores. At the start of the semester there were many more in progress and partially proficient scores compared to the end of the semester where there are many more proficient scores than in progress scores.
-Discussion of Pre- and Post-Assessment Results-
The pre- and post- assessments show that learning was happening this semester. The assessments show that some students did grow much more than others and that could be for many reasons. One reason could be a lack of understand or miscommunication between student and teacher. These graphs only show one semester of the students growth and they show that not all students learn and grow at the same pace.
Student one: He has shown more interest in exploration of materials and he works very hard through every project. He is much more willing to share his ideas and thinking than he was at the start.
Student two: This student works very hard through class even when she is not quite sure about what direction she wants to take her art. She is always willing to keep trying.
Student three: She is very quiet until she is asked questions. When she shares she has wonderful stories behind her art.
Student four: He struggles with getting started, but once he does he is able to come up with work that has thoughtful stories to go with it.
Student five: He is always willing to share his thinking behind his art. He always knows the direction he wants to take the project.
Student six: This student always works very hard through out the entire class. He gets off track and excited about other things, but always knows when it was time to get back to work.
Student seven: He is very quiet but also has art work that he can relate back to himself. He is always very willing to share what he is making.
Student eight: She is a student who always has a story to tell about the art she has made. She has shown a lot of exploration through the semester.
Student nine: She is a very bright student who has great ideas for projects. She struggles with staying focused but is always able to get back on task.
Student ten: This student always has the craziest stories about his art. Even when he is not quite sure what he is wanting to make he has a story to tell.
Student eleven: This student always shows perseverance when creating his art. If something doesn't work the way he wants it to he doesn't give up.
Student twelve: This student has very thoughtful connections between her art and herself. She is always able to tell very in-depth stories about her art and what it means.
Student thirteen: She has great thinking behind her art, and it always comes with a great story. She is a very hard worker in class.
Student fourteen: This student is able to make art with great connections to her personal life. She is always able to work through the class period.
Student fifteen: She is able to make connections to herself in her art. She is always willing to share stories about her art and her thought process.
Student sixteen: This student always has a very in-depth story for his art work. He is always able to make something that wasn't expected.
Student seventeen: He has great ideas but sometimes struggles to get them into the project. He has very nice stories that explain relevance between his art and himself.
Student one: He has shown more interest in exploration of materials and he works very hard through every project. He is much more willing to share his ideas and thinking than he was at the start.
Student two: This student works very hard through class even when she is not quite sure about what direction she wants to take her art. She is always willing to keep trying.
Student three: She is very quiet until she is asked questions. When she shares she has wonderful stories behind her art.
Student four: He struggles with getting started, but once he does he is able to come up with work that has thoughtful stories to go with it.
Student five: He is always willing to share his thinking behind his art. He always knows the direction he wants to take the project.
Student six: This student always works very hard through out the entire class. He gets off track and excited about other things, but always knows when it was time to get back to work.
Student seven: He is very quiet but also has art work that he can relate back to himself. He is always very willing to share what he is making.
Student eight: She is a student who always has a story to tell about the art she has made. She has shown a lot of exploration through the semester.
Student nine: She is a very bright student who has great ideas for projects. She struggles with staying focused but is always able to get back on task.
Student ten: This student always has the craziest stories about his art. Even when he is not quite sure what he is wanting to make he has a story to tell.
Student eleven: This student always shows perseverance when creating his art. If something doesn't work the way he wants it to he doesn't give up.
Student twelve: This student has very thoughtful connections between her art and herself. She is always able to tell very in-depth stories about her art and what it means.
Student thirteen: She has great thinking behind her art, and it always comes with a great story. She is a very hard worker in class.
Student fourteen: This student is able to make art with great connections to her personal life. She is always able to work through the class period.
Student fifteen: She is able to make connections to herself in her art. She is always willing to share stories about her art and her thought process.
Student sixteen: This student always has a very in-depth story for his art work. He is always able to make something that wasn't expected.
Student seventeen: He has great ideas but sometimes struggles to get them into the project. He has very nice stories that explain relevance between his art and himself.
-Strengths and Weaknesses of Assessment Plan-
One problem with the assessment plan for this unit is that it does not take into account that this is the only real art class theses students have had and they will not have access to a class similar to this until a year from now. This assessment however does show how much students are able to grow in just one semester. All of theses students started in partially proficient or lower and many of them ended the semester in or above partially proficient. A modification for this assessment could possibly be a mid-semester review to see where students are half way through and that will give feedback as what needs to be addressed as the semester continues.