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TS6: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
6.1: The educator plans and implements multiple methods of assessment over time and uses the results to inform their instructional practice.
Evidence 1: Assessments used in art classes, grades 3 & 4, and grades 5 & 6.
Description: Two versions of a self assessment, one designed for grades 3-4, and one for grades 5-6. These could be adapted to suit grades above 6th. They each include a self assessment portion as well as a portion for the educator to complete. These forms can be used as both formative and summative assessments and were adapted from assessments presented to me by Lisa Bresler.
Analysis: The most valuable aspect of using the same form for both a formative and summative assessment is to allow the students to see exactly what the final assessments will include well before the end of the year or a rotation. Students can decide where they fall on the rubric mid-year or mid-rotation, and be fully aware of what learning goals they need to improve upon. This gives students a chance to work on their lower scoring goals and have a chance of not only bringing up their grade but also their learning experience. I found that including students in their own assessments (providing a chance for self-assessment), students appreciate the chance to have a say in their learning. I found that they often rate themselves at a lower level than I would have on the rubric which provided an opportunity to discuss a student's progress with them.
Art Assessment - 3-4 Grade.pdfArt Assessment - Grades 5-6.pdfEvidence 2: Video of student teaching.
Description: This is a video of me teaching a group of 5th and 6th graders at the school hallway display after they completed an exercise on "meaning in art".
Analysis: The purpose of this activity was to have students work in small groups (2-3 people) to look at artwork and determine the meaning conveyed in the artwork. We did several activities around these pieces, encouraging students to think about what the artist was trying to say through the work. This activity was one step in the assessment of learning over time. It is important to include several methods of assessment throughout the time with art students and this activity was a formative assessment of what they had learned thus far. This video is a short clip of the entire activity, which included determining the meaning of the artwork, discussing within the groups all of the meanings, and then going over those meanings as a class. I find this type of assessment activity a fun and low-risk way of assessing student knowledge and allowing for time to collaborate with peers. Later on in the year, this class would participate in self-assessment of content knowledge and effort in class.
student teaching hallway exercise 2.mov6.2: The educator analyzes an individual student's work products over time using multiple means of assessment, in order to adjust instruction for that student.
Art Therapy Case Study Z.pdfDue to school closures, photos of artwork not pictured here. Artwork includes "Student Z's" first pieces of in-class work including initial sculptures / designs of shoes and paintings. These items are still located inside of the classroom. The final shoes created are pictured to the right.
Evidence 1: Art Therapy Case Study and artwork by 7th grader "Student Z".
Description: My mentor teacher, Lisa Bresler, asked me to fill out this "Art Therapy Mini Case Study" for a new student of ours in 7th grade. This form came from a graduate course that Lisa was taking at the time that student "Z" started his rotation with us. Included here is a photo of student "Z" with his clothing and shoe creations alongside Lisa, midway through the nine-week class rotation.
Analysis: For a student who needs constant breaks during core classes but found that he thrived in the art room, student "Z" originally had his assessment methods edited to support his needs. These methods were having fewer expectations for producing art than his peers. Once he found that the art room was where he wanted to be on his breaks and even during his recess times, his assessment rubrics were adjusted back to that of his peers. He became highly successful in art, creating sculptures, designing clothing, and even took on painting.
Evidence 2: Midway check in self assessments.
Description: This is a rubric that I developed with Lisa after a few weeks of the new nine-week rotation of 7th and 8th graders. Although the entire class participated in filling it out as a self assessment, the purpose of creating it was to benefit a small group of students.
Analysis: Lisa was concerned about a small group of 7th and 8th grade students who were not using the class time wisely and she worried about their success in art. She approached them one on one to check in on their progress, but found that they were not concerned about producing art until the end of the rotation, right before grades were due. She discussed this with me and we came up with an additional check in self assessment that might motivate this group of students to see that even though they had several weeks left in the rotation, they were quickly falling behind on the expectations of the class. After I typed this up and we printed copies for all the students, they each assessed themselves and learned that they were not even getting a "1" on the rubric (this is how I designed it) and after that day, they approached us both and asked for support in their artmaking. Not all students thrive in a TAB classroom but they must then learn to seek help if needed.
I introduced lino-cutting to this group of students and from then on, they were busy each class with this newly acquired skill. They carved blocks and created prints (I was not able to obtain photos before school closures) and quickly found that they were successful art students in class. They came in to class, gathered materials and set to work. They each produced several prints.
Midway check Assessment.pdfGoogle Sites
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