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VI. Assessment Data and Analysis

 

Assessment Instruments and Explanation of Assessment Grading Criteria and Scoring

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Above is the scoring rubric Jenna and I used for Pre and Post assessment and evaluating our students’ growth over the course of the semester.

 

The first box of assessment, Planning and Ideation aligns with our unit goals; “the process/research of brainstorming and planning an artwork requires to achieve the “artist’s intent” of an artwork. It aligns with the standard Reflect, GLE 2 Methods of planning, processes, and philosophies of art and design support the development of an artists’ intended meaning and inform viewers’ interpretations. Also Standard Transfer, GLE 2 Artists, viewers, and patrons respond to art from familiar and unfamiliar cultures, including historical time periods and cultural settings.

 

The second box of assessment, Creation and Exploration aligns with our unit goals; “students will know what a Mixed Media artwork entails and the process an artist incorporating mixed media materials incorporates,” “they will also recognize that mixed media allows for artists to incorporate many art mediums, such as drawing, painting, watercolor, collage, etc.” and “collage requires artists to gather objects, materials, and mediums to incorporate into an artwork, in which they will also understand the materials (such as glue) that will be required to assemble the work; they will understand it requires layering.” It aligns with Standard Create, GLE 1 and 2, Use artistic media to express and communicate ideas about an issue of personal interest, and personal and objective points of view and apply an understanding of traditional, unique, and inventive art processes, including technological media, and apply creative thinking to plan and create art.

 

The third box of assessment, Reflection and Connection, aligns with our unit goals; “symbols are used in artwork to enhance the meaning behind the work and help viewers understand the purposes of the symbols and the nonverbal communication that exists in an artwork with symbols.” And “gather a large vocabulary and understanding of self-portraits; why artists do them, how they do them, how symbols and representations are incorporated/why, etc.” It also aligns with the combined Standards and Grade Level Expectations for 4th and 5th grade. Comprehend; GLE’s 1 Artists and viewers learn about works of art and the artists’ intent by analyzing sensory qualities, as well as comparing and contrasting characteristics and expressive features of art and design, 2 Works of art express different points of view, communicate human experience and connect multiple characteristics of art, 3 Artists, viewers and patrons respond to works of art using inference and empathy. The Standard Reflect, GLE 1 The critique process and the use of evaluative criteria (when responding to works of art) inform judgments about artistic and aesthetic merits in works of art. Standard Transfer, GLE 1 Artists, viewers, patrons make personal meaning, infer artistic intent, and assign meaning to works of art.

 

Pre and Post Assessment Results

 

Below, Graph A, are the individual scores for each student:                       Below, Graph B, are the average Pre and Post scores for boys and girls:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Discussion of Pre and Post Assessment Results

 

This assessment showed that nearly every student demonstrated significant growth through the semester. It was very rewarding to see the majority of students demonstrating advancement throughout the course of the unit. This assessment not only shows how the students were able to grow through the semester, but also how well we as teachers were able to stimulate growth and learning. It is definitely a positive beginning for us.

 Jenna and I looked at the student’s art and work habits, and together we scored each student. Each student was rated 1-4 in each section, 1 for in-progress, 2 for partially proficient, 3 for proficient, and 4 for advanced. Each student was given a score in each of the three sections; planning and ideation, creation and exploration, and reflection and connection. Allowing for a total pre or post score of 12.

Advanced, Proficient, Partially Proficient, and In Progress are defined below:

  •  Advanced: students have exceeded expectations by providing clear and detailed planning & ideation (clearly formulating ideas, clearly communicating/expressing intended meaning), extensive creation & exploration (proving great independent perseverance and high level effort), and exceptional reflection & connection (thoroughly analyzing and communicating connections with works.)

  • Proficient: students have provided mostly clear and detailed planning & ideation, worked hard in creation and exploration, and provided great reflection and connection to works of art.

  • Partially Proficient: students have sometimes documented/somewhat explored and experimented with materials in planning and ideation, shown some levels of engagement in creation and exploration, and began to analyze and connect in reflection and connection.

  • In Progress: students have attempted to document and formulate ideas in planning and ideation, they have shown minimal engagement in creation and exploration of materials, and attempted to communicate and connect in reflection and connection.

 

Student Analysis:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

    

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

    

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

   

 

 

 

 

 

 

 

 

 

 

At first, Shayna’s art was limited to things she liked, such as jellyfish. As her work progressed however, she developed more intense subjects and explored more into the combination of multiple materials.

  

In the beginning of the semester, Amelia demonstrated a high interest

and skill level in art, however her expression and development of ideas

needed work still. As the semester progressed, she explored further

into her artistic intent was able to communicate more complex idea

through her art.

Unfortunately, Matt did not show growth through the pre and post assessment. In the beginning of the semester he was hard working, had great ideas and complex intent, used multiple materials, and was always asking questions. However, as the semester progressed, he became increasingly lazy, and did not put nearly as much effort into his last project as his first few.

 

Aidan showed significant growth, he cam to as a student who already loved art and drew a lot outside of class, but with every project he challenged himself through intent, expression, and materials.

Madeliena was another student to show significant growth through the unit, in the beginning, like many others in the class, her imagery circled around things she likes. As her work progressed she further developed her theme of nature, particularly her own relationship with nature and how she experiences it. She showed great creativity and innovation in her last project especially.

Shamiah showed particular growth in taking  risks with materials,

while at the beginning her art represented only her love of cats.

The cats she was depicting by the end of the semester, were unique

and had intensive background stories.

 

 

Alyssa’s work showed huge progress in her last piece.

While we had to

often encourage her to further develop ideas, her last sculpture showed

great creativity. She combined all the things she loved about animals

into one crazy cat hybrid creature.

    

Grace showed significant growth in the ideation section, planning an artwork, problem solving, and expression of ideas. Her collage and sculpture showed great connection in her expression of a powerful “goddess kitty.”

Dayton by the end of the semester was motivating himself to create great work. Throughout the semester we had seen his cognitive and technical skills at work with his detailed puzzle drawing and his stick built house and matching robot. His collage and sculpture had great connections to each other and reflecting his own personality and learning style.

Just between the sketching project and collage project Estela showed significant growth. Her sketches were simply communicating literal things she liked, such as horses and candy. Then, in her collage, she was able to represent her theatrical attitude and love of spotlight by making her collage a stage, and creating a place for her own face.

Cash has been very quiet and reserved throughout the semester, but he opened up the more he got to know us. He started out with interesting ideas and well planned ideation, and the more he worked, the more developed his ideas became.

Aron (Pete) showed great growth in in expression, he went from focusing on things he likes, to complex storytelling and creating a creature with an entire back story. His own interpretation and talking about other students artwork was very advanced and he shared great insight with the rest of the class.

One student who taught Jenna and I a great deal about differentiation is Elliot. Elliot is a student who does not like drawing, and does not like to participate in class activities at all, we each had to work with him to find new ways to achieve the same objective. By the last project, he was self motivated and created a great little creature.

 

Aradia grew from communicating basic likes in her art, such as pizza, to communicating more complex ideas in abstract pieces such as her creature. In her more complex pieces she worked on transforming metaphors into her art.

Silas was a student who came in with a high pre assessment score, but even though he knew a great deal about art processes and the language of art, he constantly pushed himself further. He demonstrated a great understanding of the use of symbolism that he pushed further with each project.

 

Jacob showed a lot of growth in taking risks. While his early art contained a lot of nature symbols, he pushed that concept further by exploring how materials worked together. He was also the only student who thought of cutting up aluminum cans make his art.

  

Paul started and ended the semester with great ideation, and his construction skills and expression both grew a great deal. While we often had to help him refocus, because he wanted one of the teachers to do the work for him, he always was able to eventually express his ideas. He worked more constructional and larger than the other students.

Chloe from the start showed great ideation, but she lacked he confidence to just forge ahead with these ideas, she was constantly checking in with me or Jenna. Throughout the semester, her confidence grew and so did her artworks and expression of ideas.

Strengths and Weaknesses of Assessment Plan

 

            I believe this PSD Growth Assessment is very effective. The sections are broken up into three very important parts of art education that students should be participating in an effective art class. Basing scores off these different sections instead of grading projects is much more effective for assessing all aspects of the students’ growth in the class.

However,  the assessment could be more effective if teachers completed at the beginning, middle, and end of the semester, instead of just beginning and end.

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