Assessments

Pre-Assessment

At the onset of the quarter, I implement a comprehensive pre-assessment strategy alongside my host teacher to gauge the student's understanding and familiarity with key concepts in art and design. This pre-assessment serves as a crucial benchmark, allowing me to tailor my instruction to their specific needs and guide their artistic development throughout the quarter. By integrating both an initial pre-assessment test and project-specific pre-assessment activities, I created a dynamic and adaptive learning environment. This approach not only ensured that students built a solid foundation in the core principles of art but also empowered them to shape their artistic journey through intentional planning and collaboration actively.

The pre-assessment test encompassed a range of topics, including elements and principles of art and design, creative processes, studio habits of mind, and art analysis. By evaluating their knowledge in these fundamental areas, I was able to identify both strengths and areas for improvement, enabling a more targeted and personalized approach to instruction.

At the beginning of every art project, I incorporated pre-assessment activities to actively engage students in the planning process. This step is essential in cultivating thoughtful and intentional artistic endeavors. Students are prompted to create a detailed plan that outlines the purpose of their art, the specific media they intend to use, the studio habit of mind they will focus on, and a couple of initial sketches. Collaboration was encouraged through a planning process conversation with a partner, fostering communication and the exchange of ideas. This interactive component not only enhances their planning skills but also encourages peer-to-peer learning and constructive feedback. The planning process conversation provided an opportunity for students to articulate their artistic vision, refine their ideas, and receive valuable insights from their peers, contributing to a more enriching creative experience.

Formative Assessment

Throughout the quarter, we had a range of formative assessments to continually track and guide students' progress in their artistic endeavors. A key component of this approach involved embedding guided questions within project PowerPoints. These questions were strategically designed to prompt critical thinking, reflection, and the application of artistic concepts such as the elements and principles of art, creative processes, and studio habits of mind. This ongoing dialogue served as checkpoints, encouraging students to consider the purpose of their work, the effectiveness of chosen media, and the integration of studio habits of mind into their creative process.

Additionally, one-on-one check-ins were regular, providing a platform for personalized feedback and guidance. These sessions enable me to address individual challenges, celebrate achievements, and offer tailored suggestions for improvement. By discussing their progress and assessing comprehension during these check-ins, a supportive learning environment is fostered, and a more nuanced understanding of each student's artistic journey is developed.

Entry and exit questions further contribute to the formative assessment strategy. These quick queries, administered at the beginning and end of each class, serve to gauge students' understanding, review prior knowledge, and prompt reflection. Entry questions set the stage for the day's objectives, while exit questions encourage students to reflect on their learning, identifying areas of growth or concepts requiring further exploration. This consistent reflective practice not only supports continuous improvement but also nurtures a culture of self-awareness and thoughtful consideration in the art classroom.

Summative Assessment

The summative assessment, combining the post-test, completed project steps in PowerPoints, written artist statements, and final projects, offers a comprehensive evaluation of students' overall proficiency and understanding in the realm of art and design. It not only measures their knowledge acquisition but also emphasizes the importance of critical thinking, reflection, and effective communication in the artistic process.

At the conclusion of the quarter, a comprehensive summative assessment was implemented to evaluate students' overall understanding and application of the concepts covered. The primary component of this summative assessment was a post-test, which encompassed elements and principles of art and design, creative processes, studio habits of mind, and art analysis. This test served as a culmination of the knowledge and skills acquired throughout the quarter, providing a holistic measure of each student's artistic growth, and is the same test they take at the beginning of the quarter.

In addition to the post-test, students' completed project steps outlined in the PowerPoints played a crucial role in the summative assessment. These documents serve as a visual and chronological record of their artistic journey, highlighting the evolution of their ideas, decision-making processes, and the application of learned concepts. The PowerPoints offered a comprehensive overview of each student's project, showcasing not only the final outcome but also the thoughtful planning and iterations undertaken during the creative process.

Written artist statements form another integral component of the summative assessment. These statements require students to articulate the purpose, inspiration, and intentions behind their completed projects. By reflecting on their work in writing, students demonstrate a deeper understanding of the conceptual and technical aspects of their art, showcasing their ability to communicate their artistic vision and intentions.

The completed projects themselves served as tangible evidence of students' artistic achievements and growth. These final artworks were a manifestation of their creativity, technical skills, and application of the learned principles throughout the quarter.

Students Self Assessments

The integration of student self-assessment, both formative and summative, fosters a sense of autonomy, self-reflection, and responsibility within the art classroom. By actively involving students in evaluating their progress, setting goals, and reflecting on their creative endeavors, they develop not only as artists but also as self-aware and self-directed learners.

In fostering a student-centered and reflective learning environment, student self-assessment plays a pivotal role. Formative self-assessment is seamlessly integrated into the daily routine through entry and exit questions, allowing students to gauge their understanding, set personal goals, and reflect on their learning progress. These questions prompt students to self-reflect and actively participate in shaping their educational experience. Another aspect of formative self-assessment involves daily objectives that students create. This empowers them to take ownership of their learning by setting specific goals, outlining steps to achieve them, and evaluating their progress throughout the lesson. By actively engaging in this goal-setting process, students develop a sense of agency and responsibility for their artistic development. Additionally, daily behavior checks provide a self-assessment opportunity regarding the balance between work and enjoyment. Students evaluate how effectively they manage their time, stay focused on tasks, and find joy in the creative process. This reflective practice encourages a complex view of their learning experience, emphasizing the importance of a positive and balanced approach to both work and leisure.

At the end of each project, students engage in a summative self-assessment through the creation of artist statements. In these statements, students articulate their intentions, inspirations, and reflections on the artistic process. This process requires them to critically evaluate their work, acknowledging strengths and areas for improvement. The artist statements serve as a comprehensive reflection on their individual artistic journeys, providing valuable insights into their creative decisions, technical growth, and conceptual understanding.

Assessment of ELL, CLD, New Students, and Diverse Learners

In my art classroom, special attention is given to assessing the needs of diverse learners, including English Language Learners (ELL), Culturally and Linguistically Diverse (CLD) students, newcomers, and others with varied backgrounds. To cater to different learning styles and language proficiency levels, assessments are designed to be multimodal, incorporating visual aids, hands-on activities, and verbal expression opportunities. Language support is integrated into assessments for ELL and CLD students, involving text-to-speech translation, simplified language instructions, and options for expressing understanding through various means. Assessments are scaffolded to aid newcomers, breaking down complex tasks into manageable steps with additional guidance. Cultural sensitivity is essential, encouraging students to draw on their unique cultural backgrounds. Flexible assessment formats, such as visual representations, written reflections, or oral explanations, accommodate diverse skills and abilities. Regular formative assessments with personalized feedback and check-ins, coupled with collaborative learning opportunities, contribute to a supportive and inclusive environment where each student's artistic abilities and perspectives are valued.

Grading

The comprehensive assessment strategies employed throughout the quarter culminated in a thoughtful grading process that aims to evaluate students' artistic growth and skills. The grading process is centered on a rubric that systematically assessed various aspects of the student's work, providing a fair and transparent evaluation. Each of the three projects, collectively worth 60 points, is graded against this rubric. Craftsmanship is a key criterion in the grading process, focusing on the technical execution and refinement of students' artistic creations. This encompasses their ability to apply learned techniques, handle materials, and produce a polished final product. Creative ideation is another crucial element evaluated, recognizing and rewarding students for their originality, experimentation, and effective application of artistic concepts. Classroom behavior is factored into the grading process, promoting a positive and respectful learning environment. Students are assessed on their engagement, collaboration, and adherence to studio habits of mind, reinforcing the importance of effective participation and contribution to the artistic community.

In addition to the project grading, students receive a separate 10-point grade for their writing skills in crafting artist statements. This assessment focuses on their ability to articulate the purpose, inspiration, and reflections on their work. It not only reinforces the importance of effective communication but also encourages the development of critical thinking and self-reflection skills.

The grading process also includes a dedicated assessment for artist artifacts, with a possible score out of 20 points. This assignment considers the effort they put into our guided discussions where we learn about other artists.