These slides show the information the students were given to follow along with instructions and examples. The slides also include what the students accomplished in class to learn and practice the pen techniques for their final project. Students completed multiple value scales and filled in parts of a famous surrealist painting. Both formative practice worksheets can be helpful references and practice for their final project. These activities included graded and non-graded practice.

Standard 7J states "uses assessment results to determine student performance levels, identify learning targets, select appropriate research-based instructional strategies, and implement instruction to enhance learning outcomes." The two types of formatives students completed to practice pen techniques were reflective of my teaching. I know if I communicated effectively, students would create the results I expected. If the results were varied or not quite where I wanted students to be, I know I have to review or change my method of teaching this subject.

The observation from the non-graded value scale assignment reflected a student's understanding. It was helpful to see if there was an improvement that still needed to occur for the spheres or the famous painting. Observing students' work now is helpful in judging my teaching to see if I need to re-explain or teach a technique differently.

In Art 380, we planned projects for students of all ages and created rubrics to go along with them. This rubric is for an eighth-grade project for creating coiled pinch pots. The rubric includes grade-appropriate language as well as content vocabulary. The second part of the rubric is a self-reflection section. This section is helpful for a teacher to understand what the students did, what they enjoyed, and how they can improve.

7L "involves students in self-assessment activities to help them become aware of their strengths and needs and encourages them to establish goals for learning." This rubric gives students the opportunity to explain their project, what they are proud of, and what can be improved. This effective thinking is part of every artist's process. It is a helpful reminder for the next project or for creating something similar in the future. 

Through learning and creating rubrics, I learned to include a self-reflection section. It is helpful to me as a teacher to see what students were thinking and if they enjoyed creating their artwork. I would also like to see what students want to continue working on and improving on. The questions are easy to modify to any grade level.