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Assessment Tools

Unit Pre-Assessment & Unit Post-Assessment:


For the pre-assessment and post-assessment tools, a scoring rubric was used with the following criteria: planning
and ideation, creation and exploration, and reflection and connection. The pre-assessment and post-assessment are
identical, to show growth for the specific criteria.

Unit Strands

1. Observe and Learn to Comprehend


GLE: The identification of characteristics and expressive features in works of art and design help to
determine artistic intent.
GLE: Characteristics and expressive features of art and design are used to identify and discuss works of
art.
Connection: Students used sketchbooks, ideation, and group discussions to communicate and express
ideas in a complex and inventive way. Students explored different ideation techniques to facilitate the
students in making connections between their personal lives and their artwork.
2. Envision and Critique to Reflect
GLE: Artists, viewers, and use the language of art to respond to their own art and the art of others.
GLE: Artists, viewers, and patrons make connections among the characteristics, expressive features, and
purposes of art and design.
Connection: Students used group discussion, in-class discussion, and one-on-one individualized
discussion to analyze, evaluate, and connect, using the language of art.
3. Invent and Discover to Create
GLE: Use familiar symbols to identify and demonstrate characteristics and expressive features of art and
design.
GLE: Demonstrate basic studio skills.
Connection: Students explored different techniques and processes along with a wide variety of materials.
The students demonstrated their creative thinking skills and art making skills to visually depict what they
were thinking.
4. Relate and Connect to Transfer
GLE: Works of art connect individual ideas to make meaning.
GLE: Visual arts respond to human experience by relating art to the community, historical, and cultural
events.
Connection: Either at the beginning or end of each class period, discussions were led to talk about
reasoning behind artistic decisions. Here, students discussed their explanation and personal connections
either with classmates or teachers. each lesson of the unit connected and transferred to the next.

Assessment Tools:
Blog: Throughout each lesson, documentation of student learning was recorded and posted on
a blog weekly. Here, interviews, photos, and videos are provided with students discussing their
art making process and artistic decisions. Through the use of the blog, documentation and
student learning was easily available to access and review. By reviewing the days, progress and
growth can be tracked throughout the semester.

Lesson 1:

Pre-Assessment:
Did students use their sketchbook activity to create their final character?
Did the student use inherent characteristics and expressive features in their character?
Did the student use multiple mediums to draw and build their characters?
Did students reference their 2-D and 3-D sketches while making their 3-D character?
Did the students answer questions in their sketchbook?
Can the students list characteristics of space relating to their character?

-What does brainstorming mean?


What are ways to plan for an art project?
-What makes a character relate to its specific environment?
-

Post-Assessment:
Did students use their sketchbook activity to create their final character?
Did the student use inherent characteristics and expressive features in their character?
Did the student use multiple mediums to draw and build their characters?
Did students reference their 2-D and 3-D sketches while making their 3-D character?
Did the students answer questions in their sketchbook?
Can the students list characteristics of space relating to their character?
- What does brainstorming mean? What are ways to plan for an art project?
- What makes a character relate to its specific environment?

Post-Assessment Instruments:

Lesson 2:
Pre-assessment:

Can the student name important characteristics of space?


Can the student relate a character to its environment?
Can the student explain the purpose of a color wheel? (what are primary colors, analogous,
complimentary, etc.)
How can you use multimedia in a painting?
Post-assessment:

Did the student complete the ideation worksheet to plan their painting?
Did the student create a painting using inherent characteristics and expressive features?
Did the students create a painting that depicts a room?
Can the student identify important characteristics about space in contemporary works of art?
Did the student complete the exit slip that shows examples of space?
Post-Assessment Instruments:

Lesson 3:
Pre-assessment:
Can students make purposeful connections between the inhabitant and their
environment?
Can students demonstrate how to take a drawing and make it into a 3-D model?
Can students demonstrate how to repurpose a found object?
Can students identify who these people are? (Narcissa Thorne as well as Jee Young Lee)
Post-assessment:
Did students make purposeful connections between the inhabitant and environment?
Did the student transform a 2D concept into a 3D model that connects to their character?
Did the student transform found objects for their environment into something new?
Can the student correctly identify the work of Narcissa Thorne and Jee Young Lee?
Did the student create a short story describing the relationship between their character and
environment?
Post-assessment instruments:
, +, Did students make purposeful connections between the inhabitant and environment?_______
Did the student transform a 2D concept into a 3D model that connects to their character?_______
Did the student transform found objects for their environment into something new?_______
Can the student correctly identify the work of Narcissa Thorne and Jee Young Lee?_______
Did the student create a short story describing the relationship between their character and
environment?_______

+ = successfully, correctly
= complete
- = partially, developing

-Programmatic Assessment:
The exhibition at Polaris shows the progression of student learning in each lesson. Each art
lesson added on to knowledge learned from the prior lesson. Students explored characters and
also environments. Students made connections between their own personal character and that

characters living space. The students discussed all of their artistic decision making, ultimately
making more connections along the way. The final lesson challenged the students to place their
designed environments together and form a communal setting. Here, the students learned how
to work together and build off of each other's ideas. Here, the students were making
connections to real world settings and blueprints, incorporating important city planning aspects
into their community.
The students did an excellent job of reviewing their art set up and also the work of others.
Students had an exhibition worksheet to fill out, which kept them on task and allowed them to
focus on the art pieces around them. Through the worksheet we discovered the students
favorite work, a work they could relate to, what they would want in their home, etc. The students
communicated with each other during the show, which just came naturally. Overall the exhibition
and exhibition activity was a great success.

Here both of the students are completing the assigned exhibition activity. Both of the students
are actively drawing what they see. When they fill out any of the boxes above, the students are
making connections with art to the real world and also their own personal lives. For example,
the students are connecting the displayed artwork to their own life when they complete the box,
The one I can relate to personally. The students are making connections to the real world

when they fill out, This one caught my eye first. They are discussing why it caught their eye
first in addition to how and why this piece of art is familiar to them. Each box requires written or
verbal explanation, which facilitated students to talk about their independent decisions and
connections.

Three of our students artwork from the exhibition was


nominated to be apart of a public art show! This was very
exciting since the students worked so hard on their characters and their environments.

Above is the final 2/3 grade class at the Polaris exhibition.