Assessment Data and Analysis
EXPLANATION OF ASSESSMENT GRADING CRITERIA & SCORING
The document below contains a rubric with pre- and post-assessment scores for each student. The rubric is formatted in conjunction with the Poudre School District Growth Assessment for Elementary Art. The pre-assessment score was determined from student performance on the first project of the semester. Post-assessment scores consider individual student performance during the semester as a whole, but ultimately reflect students' achievement by the final project. The scoring criteria in the left hand column is representative of the four Colorado State Visual Arts Standards: comprehend, reflect, create, and transfer. To arrive at post-assessment scores for the Creation & Exploration and Reflection & Connection criteria, we revisited documentation from the class blog to see places where students had reflected and explored media. Brainstorming evidence in sketchbooks was helpful in considering student scores for the Planning & Ideation criteria.
The document below contains a rubric with pre- and post-assessment scores for each student. The rubric is formatted in conjunction with the Poudre School District Growth Assessment for Elementary Art. The pre-assessment score was determined from student performance on the first project of the semester. Post-assessment scores consider individual student performance during the semester as a whole, but ultimately reflect students' achievement by the final project. The scoring criteria in the left hand column is representative of the four Colorado State Visual Arts Standards: comprehend, reflect, create, and transfer. To arrive at post-assessment scores for the Creation & Exploration and Reflection & Connection criteria, we revisited documentation from the class blog to see places where students had reflected and explored media. Brainstorming evidence in sketchbooks was helpful in considering student scores for the Planning & Ideation criteria.
PRE AND POST ASSESSMENT INSTRUMENTS
QUALIFICATION OF TERMS
The following terms are used within the rubric to qualify student ability
The following terms are used within the rubric to qualify student ability
Skillfully: Significantly; determined and resolute; full of meaning
Careful/Carefully: Exact; accurate with attention to detail Thoughtful: Measured and mindful reflection Appropriately: Without fault; correct and not open to interpretation |
Clear/Clearly: Free of misunderstanding
High/Highly: To the greatest degree; demonstrates excellence Thorough: complete with regard to every detail; with great care and completeness |
PRE AND POST ASSESSMENT RESULTS
DISCUSSION OF PRE AND POST ASSESSMENT RESULTS
The graphs and assessment results indicate that there was growth among every student throughout this semester. The first graph reflects the pre and post assessment scores among each individual student with the highest gain score of 8 points and lowest gain score of 3 points. The second graph shows a cluster comparison of the average pre and post assessment results among the 5 table groups in the classroom. We decided to compare the results of the specific table groups because we were interested in seeing if the students had an effect on each others growth while working and interacting during art making. The tables all showed relatively equal growth, with the purple table reflecting the highest average gain score.
STUDENT GROWTH
- Ln had growth in planning and ideation which represents her improved ability to articulate through her art. By the end of the semester she was effective at constructing visual stories which helped her relate art making to her own life.
- Rg improved with her intentionality and making artistic decisions when it came to materials and imagery that represented her ideas. Rg is naturally extroverted and by the end of the semester had developed the ability to make art that communicates with others.
- Pp has difficulty working independently and staying engaged during art making. She is slow to generate ideas and when given the option chooses not to contribute to class discussion. With all her assessment scores having moved from in progress to partially proficient, Pp is making some progress, albeit slowly.
- Ld is a high performing student who is able to move fluidly between mathematical thinking and artistic expression. He is able to connect his art to his real life but Ld's need to always get his way stifles his creativity and exploration of art.
- Si is one of the highest performers in the class. Her artwork reflects thoughtful intention and she has a strong aptitude for constructing detailed visual stories with meaningful content. She is an engaged worked and benefits from opportunities for depth and extension.
- Ar is a thoughtful student who is highly engaged during art making. She helps her peers get ideas, follow directions, and use materials effectively. Ar's growth from pre to post assessment almost tripled which reflects her eagerness to succeed and learn.
- As is the youngest student in the class whose abilities are not as developed as the rest of the class. He fluctuated throughout the semester with bouts of apathy, defiance, and expression. He is a very bright student but is hesitant to persist through the art making process.
- Is is a passionate student who is on the Autism spectrum, which makes it difficult for him to think abstractly. After developing a strong relationship with us he became more confident, expressive, and comfortable in art making.
- Pk started the semester as a quiet and generally apathetic student. Though he is still reserved, he has made leaps and bounds in art. He is genuinely thoughtful and reflective about his art and makes insightful, intentional decisions.
- Wl is an energetic and creative student who is always willing to try something new and participate. He is a high performer whose carefree disposition allows him to take risks in art and explore media without worry of failure.
- Pt could improve with planning and slowing down to make more intentional decisions. However, he is consistently engaged and searches for new ways to approach art making. His proclivity for telling elaborate stories directs and inspires his art making.
- Lx is an intelligent, imaginative, and perceptive student who is willing to explore materials and techniques. She made a lot of growth with reflecting on her art and making connections to her life and other disciplines.
- Ml is a quirky student who is fearless in following her unique ideas. She makes meaningful connections to her life by making art that is personally relevant. She gained skills in reflecting on how her art makes connections to her own life.
- Fn is a quiet, intelligent, and imaginative student with strong leadership potential. He is one of the highest performers with results that tripled in growth and scored advanced in every category.
- Rv is a reserved and sensitive student who thrives off of positive feedback. He made consistent and significant growth in every category. He was hesitant with art making at first but developed confidence in creation and exploration.
- Vi is a quiet student who made growth in developing her ideas and making art that is thoughtful. She was inquisitive about materials and used what she learned to make more intentional and detailed art.
STRENGTHS AND WEAKNESSES OF ASSESSMENT PLAN
The categories on the rubric are well aligned to the kindergarten and first grade standards, which are appropriate foundations for measuring growth. The rubric is also broad enough to measure growth over the entire semester, which gave students opportunities to demonstrate ability over the course of nine weeks and four projects. The achievement categories (Advanced, Proficient, Partially Proficient, In Progress) support more informative and constructive feedback than traditional letter grades do. Conducting formative assessments would have given us a better idea of student growth in specific areas. Assessing all students at the end of the semester in regard to the entire semester does not produce as accurate of results as continuous formative assessment would have. In conducting a single summative assessment in retrospect, bias occurs because it it is easy to forget many moments of student performance and achievement. The rubric could be stronger if it were aligned to objectives or learning targets because its criterion would be more concrete and measurable.
The categories on the rubric are well aligned to the kindergarten and first grade standards, which are appropriate foundations for measuring growth. The rubric is also broad enough to measure growth over the entire semester, which gave students opportunities to demonstrate ability over the course of nine weeks and four projects. The achievement categories (Advanced, Proficient, Partially Proficient, In Progress) support more informative and constructive feedback than traditional letter grades do. Conducting formative assessments would have given us a better idea of student growth in specific areas. Assessing all students at the end of the semester in regard to the entire semester does not produce as accurate of results as continuous formative assessment would have. In conducting a single summative assessment in retrospect, bias occurs because it it is easy to forget many moments of student performance and achievement. The rubric could be stronger if it were aligned to objectives or learning targets because its criterion would be more concrete and measurable.