Assessment Portfolio

Assessment
Portfolio
Final Assignment 3504
Teacher
Katelynd Marchant
Subject
Art
Grade
Grades 4 and 5
Lesson
Focus
Pablo Picasso and Abstract Art
ED 3504 Components
Embedded
Assessment
(Outcome 3,4)
Performance
Task
(Outcome 3)
Rubric Design
(Outcome 4)
* Rubric component for the defense paper is included in the defense paper section of the portfolio
Lesson
#1
Grade
4/5
Subject
Art
Time
Duration
45 minutes
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Art General Learning Outcomes:
Art Specific Learning Outcomes:
APPRECIATION: Students will interpret artworks by
Images can be portrayed in varying degrees ofrealism.
examining their context and less visible characteristics.
Colour can be made to appear dull or bright.
MAIN FORMS AND PROPORTIONS: Students will
Feelings and moods can be interpreted visually.
perfect forms and develop more realistic treatments.
LEARNING OBJECTIVES
Students will:
Identify who Picasso was and what time periods he worked during.
Compare different moods and emotions depicted in images.
Identify key concepts of abstract art.
ASSESSMENTS
Observations:
Key Questions:
Students are able to identify key identifiers in abstract art What is abstract art?
(ex. colour, line, point of view, direction.)
Who was Pablo Picasso?
Students are engaged in discussion.
Why do these images feel a certain way?
Written/Performance Assessments:
Worksheets are filled in with the appropriate observations and terms.
LEARNING RESOURCES CONSULTED
Program of Studies
Other Teachers
YouTube
MATERIALS AND EQUIPMENT
SMARTBoard
Worksheets (of SMARTBoard Activities)

PROCEDURE
Introduction (10 min.):
Hook/Attention Grabber: Picasso video (0:37-1:32) http://youtu.be/X59U4mUqWtw?t=37s
Assessment of Prior Knowledge: Class discussion: Ask who knows who that video was about? Does anyone know what he is
famous for? Has anyone seen any of his work? Who knows what abstract means? These answers will guide teaching about the
background. If the class has a good grasp on who he is and what works he has done focus on the history and meaning of the
paintings in the activities. If the class doesnt really know about Picasso then ensure they have a good understanding of
abstract art, the time periods for his major works, and who he was.
Expectations for Learning and Behaviour: Respectful group discussion, raising hands and giving others a chance to
contribute. Staying on task and respecting other classmates as well as the teacher.
Advance Organizer/Agenda: SMARTBoard activity for who Pablo Picasso was, time periods he worked during, some of his
major works. Video of the different faces of Picasso and discussion of what they saw change. SMARTBoard activity going
over major aspects of abstract art.
Transition to Body: Now that we have discussed what we know about Picasso, lets look at who he was!
Body 30 min.):
Learning Activity #1: SMARTBoard activity for who Pablo Picasso was, time periods he worked during, some of his major
works.
Ask questions about what students may have seen on a slide previous and how it connects with lesson on current slide.
Ask about what events went on in certain time periods.
Ask what students see in art works and how they make them feel.
These questions will help guide this activity. If students display a good understanding of the information and are able to
answer questions with minimal prompting and guided questions, move onto the next activity. If students are having issues
with the questions, review the information and allow more discussion to help with understanding.
Allow the class to discuss the answers to these questions and their importance to the art and who Picasso was. Look
for understanding of the topics in their answers. If students display a good understanding you can move onto the next
activity but if students are lacking understanding then review the information with emphasis on what they have issues
with. Encourage discussion and offer different ways of thinking about what students are having issues with.
Learning Activity #2: Video (https://www.youtube.com/watch?feature=player_embedded&v=fjoWCdzhuFI) of the different
faces of Picasso and discussion of what they saw change. Comparison of works of art.
Students will identify the changes they saw throughout the video in Picassos work. Have students write down these
observations. Play the video a second time, a third if necessary. Students should comment on the use of colour, line,
realism vs. abstract, and shape. Take in their observations and look for these key concepts to get an idea of what the
general understanding is and where you may need to clarify. Should students not have mentioned some of they key
concepts, review them at the beginning of next class and explain why they are important in abstract art.
Compare 3 images from the video and continue discussion on the changes using these images. If students do not
identify the concepts on their own, use guiding questions such as, What is different about the colour of this picture?
or How does this picture make you feel compared to that one? Why? If students are struggling with identifying the
differences and require 5+ prompts, take extra time in the next activity to ensure that students understand the concepts.
If you are unsure of the classes understanding or believe they would benefit from more practice, compare another set
of images as a class to gauge students understanding before the next activity.
Learning Activity #3: Worksheet going over different pieces of Picassos art and having students identify the components used
(colour, line, mood).
When moving through the classroom I will ask students what they see in an image (lines, colour, direction, depth) and
how it is different than another non-abstract image. If students are able to easily identify these, I will be able to do a
short review of the concepts next class. If students are struggling go over concepts as a class again, comparing images
together. Do a more in-depth review next class to ensure understanding.
Take in worksheets to see where the classes level of understanding is and tailor the review at the beginning of next
class to this. Do a more in depth review if students are struggling. Repeat the lesson if students are really struggling,
re-evaluating the areas of concern and adjusting the lesson to better communicate these topics (do a different activity
or explain it a different way).
Closure (5 min.):
Consolidation/Assessment of Learning: Briefly review the concepts that the students learned in this lesson: key concepts of
abstract art, who Picasso was.
Feedback From Students: Have students respond to 3 questions by thumbs up/ thumbs down method: Was Picasso an artist?
Does abstract art look like real life? I understand how colour changes a mood in an image.
Feedback To Students: Thank the students for their good work and good behaviour in respecting their peers.
Transition To Next Lesson: Next lesson we will compare abstract paintings to realism paintings, think about what realism may
mean!
Preparing for next lesson:
Worksheets are used to engage all students with the SMARTBoard activity as well as to gauge individual understanding of the
topic as not all students may contribute to discussion or ask questions. Go over these worksheets to see what concepts students
may still be confused over to review next class. Take notes right after lesson about student involvement and answers during
discussion to reflect on while adapting the next lesson.
Consider the questions:

What do you notice about each picture?
Do they look real?
How do they make you feel?
What differences do you see?
Lesson
#2
Grade
4/5
Subject
Art
Time
Duration
60 minutes

ELA Specific Learning Outcomes:
Contextual information (geographical, historical, biographical,
cultural) may be needed to understand works of art.
Artistic style is largely the product of an age.
QUALITIES AND DETAILS: Students will refine
surface qualities of objects and forms.
Specific messages, beliefs and interests can be interpreted
visually, or symbolized.
LEARNING OBJECTIVES
Students will:
Identify differences in realism art and abstract art.
Identify how color changes in different art and how it makes you feel.
Create an abstract self-portrait.
ASSESSMENTS
Observations:
Key Questions:
Students are engaged in discussion, and contributing
How does colour affect the mood?
answers and questions.
What abstract techniques are used?
How is abstract different from other art?
How does environment affect art (artists living situation etc.)
Students are able to answer questions about art pieces and explain what techniques are used.
Program of Studies
Other Teachers
YouTube
SMARTBoard
Worksheet
PROCEDURE
Hook/Attention Grabber: Come in with an abstract face mask. Ask who knows what type of art my mask is.
Assessment of Prior Knowledge: Ask who remembers what we learned last class? Go over major concepts (review reflecting
understanding from last class).
Advance Organizer/Agenda: We will be doing a worksheet/SMARTBoard activity before making our own abstract faces.
Transition to Body: Since you know who Picasso is, lets look at some of the techniques he used in his art!
Body (45 min.):
Learning Activity #1: Worksheet and SMARTBoard activity going over major aspects of abstract art.
Ask students what they see in an image (lines, colour, direction, depth) and how it is different than another nonabstract image. If students are able to identify differences then we will move onto talking about the key concepts of
abstract art and why they are different than realism art. If students are unable to identify differences we will discuss
the differences as a class so that students are able to understand the differences between realism and abstract before
going into the key concepts.
At each key concept (colour, line, etc.) students will be asked how it is different in realism and abstract art. If students
are able to identify the difference then we move to the next concept. If students are not able to identify the difference
we will discuss how they may compare before moving on.
After students finish their worksheet, they should pair up to discuss their answers. Any changes or additions to a
students own work on the worksheet should be done in a different colour to demonstrate what a student has learned
from another person. This part of the activity will help students develop self-assessment and peer-assessment skills.
Take in worksheets students worked on with the SMARTBoard activity to gauge individual understanding in order to
tailor your review next class to their learning needs.
Learning Activity #2: Game Show art recognition. In teams students will answer questions about certain pieces of art and the
techniques used.
Students will then be given a series of images and will be asked if the image is abstract or realism and how they can
tell. If students struggle with this, a review of the concepts will be needed at the end of the activity.
Make a note of questions students struggle with to see if there is a trend or if all issues relate to a certain topic.
Review areas of struggle next class.
Closure (5 min.):
Consolidation/Assessment of Learning: Briefly review the concepts that the students learned in this lesson:
Feedback From Students: Have students write one question or comment on a piece of paper to hand in.
Transition To Next Lesson: Next time we will be making our own abstract art so remember these concepts!
Look at these paintings and write a list of adjectives to describe the different lines you see.
Draw lines that correspond with the words.

Loud
Scared
Excited
Happy
Jumpy
Sad
Hyper
Calm
Tired
Angry
Pair up with a partner and compare each persons line dictionary. Do you agree on which words
describe each line?
WORKSHEET
MAKE AN ABSTRACT DRAWING

Abstract Expressionist artists used gesture and color to evoke certain moods or feelings. How
can you express emotion in an entirely abstract drawing?
Consider how you might use shape, lines, and color to express feelings such as hope, fear,
confidence, frustration, and exhilaration. What kind of emotion might a curvy line represent?
What feeling does the color yellow evoke? Pick two emotionsa positive one and a negative
oneand create abstract drawings to represent them. Remember to avoid drawing any
figurative elements, such as faces, hearts, or tears.
Lesson
#3
Grade
4/5
Subject
Art
Time
Duration
60 minutes

ELA Specific Learning Outcomes:
Contextual information (geographical, historical, biographical,
cultural) may be needed to understand works of art.
Artistic style is largely the product of an age.
QUALITIES AND DETAILS: Students will refine
surface qualities of objects and forms.
Specific messages, beliefs and interests can be interpreted
PURPOSE 4: Students will express a feeling or a
message.
visually, or symbolized.
PURPOSE 5: Students will create an original
composition, object or space based on supplied
motivation.
LEARNING OBJECTIVES
Students will:
Identify line, colour, direction and form as major concepts of abstract art.
Students will create their own self-portrait using abstract concepts.
ASSESSMENTS
Observations:
Key Questions:
Students are on task.
Why did you choose to use that technique?
Students are asking questions about the concepts.
What makes that technique part of abstract art?
Students are employing their knowledge while
How can you make a realism piece of art more abstract?
completing the assignment.
Students are able to create an image employing techniques used in abstract art.
Program of Studies
Other Teachers
Paper
Markers/Crayons
Magazine clippings
Glue
Scissors
PROCEDURE
Hook/Attention Grabber: Have a self-portrait on the SMARTBoard. Ask the class if they think it looks like you.
Assessment of Prior Knowledge: Ask students what the major techniques in abstract art are.
Advance Organizer/Agenda: Review of concepts, creating abstract self-portraits.
Transition to Body: How could we change this to make it abstract?
Body (45 min.):
10
Learning Activity #1: Review concepts and show students a realism art piece.
Discuss how we could make it more abstract. If students are able to identify what techniques could be used to alter the
image then move onto the next activity. If students are struggling, review the major concepts (from the previous day,
you can bring up that lesson again) again until students are more confident when describing how to make something
more abstract.
Provide more images to gauge this understanding and students confidence with subject matter.
Learning Activity #2: Students will create an abstract self-portrait of themselves. While students are creating their art, wander
the room and look at their progress.
Ask students why techniques they are using and why. Answer questions if there are any and clarify with students who
are struggling the main concepts. If students are still struggling, put the main concepts on the board for them to
reference.
Engage students while they are creating their work to ensure they have understanding and correct any
misinterpretations.
If you notice that there is a lack of understanding of some of the topics, take an extra day to go over them again before
moving to the final project.
Closure (5 min.):
Consolidation/Assessment of Learning: Briefly review the concepts that the students learned in this lesson:
Feedback From Students: Have students respond to 3 questions by thumbs up/ thumbs down method.
Transition To Next Lesson: Start to think about what Daily 5 value is really important to you. We are going to create an
abstract art based on this next class.
11
Task Title
Performance
Task
Overview
Teacher
Subject
Topic/Focu
s
Katelynd Marchant
Art
Abstract Art
Students will create an abstract collage that demonstrates their knowledge of

abstract techniques
Materials
Paper (White and Coloured)

Magazines
Scissors
Learner Outcomes
General
Outcomes
QUALITIES AND
DETAILS: Students will
refine surface qualities of
objects and forms.
PURPOSE 4: Students will

express a feeling or a
message.
PURPOSE 5: Students will

create an original
composition, object or
space based on supplied
motivation.
Specific Outcomes
Colour can be made to appear dull or

bright.
Feelings and moods can be interpreted

visually.
Specific messages, beliefs and interests can
be interpreted visually, or symbolized.
Outside stimulation from sources such as

music, literature, photographs, film,
creative movement, drama, television and
computers can be interpreted visually.
Glue
Markers
Paint
Assessment Criteria
Students provide evidence of their learning as
they
Colour
Shading
Colour
Line
Point of View
Form
Depiction of Daily 5 value in an

original composition
12
Student Task Description

Name: __________________________________
The local art gallery is in need of a new piece of abstract art and as they know you have been learning
about different techniques used in abstract art they would like you to help them. You have been chosen to
create an abstract representation of a value that is important to you. The art gallery has provided some
things to consider when creating your art work.
What to include:
Abstract visual form representing the value.

Create a symbol using abstract techniques such as collage or cubism.
Represent how this value makes you feel.

Using the techniques we learned about, communicate to the audience how you feel when
you think about this value or do something this value encourages.
Use abstract techniques.

Ensure that your composition is abstract and not following realism. Think about the
techniques you learned about in class.
Write up
Include a description of what techniques you used and an explanation as to why. Think
about how you represented your value and how you expressed emotion. Reflect on how
you think your composition turned out.
Title
Name your composition. Include this in the write up with a short explanation as to why
you chose it.
13
Assessment Criteria
Level
Criteria
QUALITIES
AND DETAILS:
Students will
refine surface
qualities of
objects and forms.
Colour can be
made to appear
dull or bright.
PURPOSE 4:
Students will
express a feeling
or a message.
1) Feelings and
moods can be
interpreted
visually.
2) Specific
messages,
beliefs and
interests can be
interpreted
visually, or
symbolized.
PURPOSE 5:
Students will
create an original
composition.
Excellent
Proficient
Adequate
Limited *
Comprehensive
understanding
and purposeful
use of colour.
Sufficient
understanding and
thoughtful use of
colour.
Partial
understanding and
basic use of
colour.
Incomplete
understanding and
limited used of
colour.
Comprehensive
understanding of
techniques (form,
line, colour, and
point of view) as
to insightfully
communicate
emotions.
All techniques
utilized
effectively.
Comprehensive
understanding of
techniques (form,
line, colour, and
point of view) as
to insightfully
communicate
beliefs and values.
All techniques
utilized
effectively. Write
up demonstrates
students have a
comprehensive
understanding of
the use of
techniques to
communicate a
message.
Suffiecient
understanding of
techniques (form,
line, colour, and
point of view) as
to meaningfully
communicate
emotions.
Majority of
techniques utilized
effectively.
Suffiecient
understanding of
techniques (form,
line, colour, and
point of view) as
to meaningfully
communicate
beliefs and values.
Majority of
techniques utilized
effectively. Write
up demonstrates
students have a
sufficient
understanding of
the use of
techniques to
communicate a
message.
Partial
understanding of
techniques (form,
line, colour, and
point of view) as
to appropriately
communicate
emotions.
Some techniques
utilized
effectively.
Partial
understanding of
techniques (form,
line, colour, and
point of view) as
to appropriately
communicate
beliefs and values.
Some techniques
utilized
effectively. Write
up demonstrates
students have a
partial
understanding of
the use of
techniques to
communicate a
message.
Incomplete
understanding of
techniques (form,
line, colour, and
point of view) and
limited
communication of
emotions.
Few or less
techniques utilized
effectively.
Incomplete
understanding of
techniques (form,
line, colour, and
point of view) and
limited
communication of
beliefs and values.
Few or less
techniques utilized
effectively. Write
up demonstrates
students have an
incomplete
understanding of
the use of
techniques to
communicate a
message.
Composition
demonstrates
perceptive thought
and originality.
Composition
demonstrates
meaningful
thought and
originality.
Composition
demonstrates
cursory thought
and originality.
Composition
demonstrates
superficial thought
and originality.
Insufficient
/ Blank *
No score is
awarded because
there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.
14
The defense paper (no longer than 750 words) is to explain what information
your assessment strategies are designed to collect, how you would use that
information to modify your teaching, and how your assessment designs reflect
what you have learned in the course and through the readings. Students will be
expected to cite explicit references to the texts, as well as any other assessment
literature that supports their lesson designs
Defense
Paper
L
evel
Excellent
Proficient
Adequate
Limited *
Demonstrates
an extensive
understanding
of how ongoing
assessment
guides
instruction
Demonstrates
an extensive
understanding
of how to
determine
student learning
Demonstrates a
comprehensiv
e understanding
of the
assessment
theory and best
practices
Demonstrates
an substantial
understanding
of how ongoing
assessment
guides
instruction
Demonstrates
an substantial
understanding
of how to
determine
student learning
Demonstrates a
thorough
understanding
of the
assessment
theory and best
practices
Demonstrates
an partial
understanding
of how ongoing
assessment
guides
instruction
Demonstrates
an partial
understanding
of how to
determine
student learning
Demonstrates a
cursory
understanding
of the
assessment
theory and best
practices
Demonstrates
an sketchy
understanding
of how ongoing
assessment
guides
instruction
Demonstrates
an sketchy
understanding
of how to
determine
student learning
Demonstrates a
superficial
understanding
of the
assessment
theory and best
practices
Insufficient
/ Blank *
Criteria
Defense
Paper
(Outcome 2)
No score is
awarded
because there is
insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.
Defense Paper
Assessment may be the most crucial part of education as it serves to inform a teacher about the
needs of their students and guide their teaching. Assessment can be either formative or summative and
both are important. Formative assessment is an informal assessment tool where teachers assess students
understanding and progress. This assessment then serves as a guide when planning and instructing future
lessons as teachers are able to address students needs and areas where understanding is lacking.
Summative assessment is a formal assessment tool that involves the gathering of evidence to demonstrate
students progress and understanding (Black, Harrison, Lee, Marshall, & Wiliam, 2004). Summative
assessment is used during reporting periods, usually involving a grade, in order to communicate a
students current grasp of content to parents, guardians, and administration. Both formative and
summative assessment have a place in the classroom but it is up to the teacher to ensure that they are both
used to their advantage. One way assessment can be used to its fullest is to continually take notes on
students learning and understanding, areas of concern, and areas of improvement. This helps not only
guide the planning of future lessons and enabling a teacher to tailor a lesson to the needs of the students,
15
but also is useful when using summative assessment as it can be reflected on when assigning a grade.
Another way to ensure that assessment is effective is to involve students. Student involvement teaches
students to self-assess and critique their own work, gives them ownership over their education, and
increases intrinsic motivation to challenge themselves. My lesson plans for this assessment portfolio
include many formative assessments that result in the lessons being interconnected; each lesson may be
adapted based on the assessment from the previous lesson.
Lessons are adapted based on assessment of prior knowledge and each lesson included in this
portfolio addresses knowledge students may have from other experiences or from the previous lesson.
Assessment on how much students already know or how much they remember can change an entire lesson
as instruction should be adapted based on this assessment. Should the assessment demonstrate that
students have no prior knowledge on a subject, a more in depth lesson would be required than if students
demonstrated a high level of understanding about the topic. Tailoring lessons to the result of this
assessment ensures that students are more engaged in their learning as it is geared towards their
knowledge base. Assessment of prior knowledge should be used in all lessons, not just the first lesson of
a new topic. This assessment can inform an instructor of the level of understanding from a previous
lesson and they can make changes to their lesson based on this information. Should a class demonstrate a
strong understanding, no review may be necessary, but if a class has issues with concepts from the
previous day then a review of these areas can be done before continuing with new information. All of the
lessons provided in this portfolio include an assessment of prior knowledge, which then informs the
review or next activity.
My second lesson includes assessment done by peers and that encourages self-assessment (Davies,
2012). Students are required to pair up and discuss their work, making changes to their own worksheet in
another colour as evidence of learning. This teaches students the valuable skill of self-assessment and
peer assessment. Involving students in assessment teaches them the skills they will need in the future and
adds another layer of assessment to student work (Black et al., 2004). When students assess their own
work and others work, they learn how to better their own understanding (Davies, 2012).
The formative assessment used in my lessons includes observation, discussion, and product, which
are used in triangulation. Observation can be used while students are working in groups or on their own
and can provide evidence of understanding, ability to stay on task, or areas of struggle. These
observations should be recorded so that lessons can be tweaked to reflect what was observed. Recording
observations also provide evidence that can be used later when assessing summatively (Davies, 2012).
Discussion can be between a student and a teacher, or the whole class and can give a teacher insight to
areas of difficulty or high levels of understanding. Like observation, the result of discussions should also
16
be recorded to be used later to reflect on or as evidence of learning. Products, like the worksheets in my
lessons, can be used to gauge students understanding of a topic and to provide a record of growth (Davies,
2012). Reflecting on these products can demonstrate to others the growth that a student has undergone
and their increased understanding of a topic. The lessons in this portfolio include all three aspects of
triangulation to allow students to best demonstrate their learning through differentiation.
The performance task for this topic asks students to create their own composition using the
techniques they have learned about. Students are able to create something that they value and relate to,
which encourages engagement. Through these creations students will demonstrate their understanding by
using the techniques and concepts that were taught. Through the write up, students are able to justify their
choices and explain why they chose to use techniques in certain ways. This allows for differentiation for
students who demonstrate knowledge best through writing. The write up also allows for reflection on the
students learning so that they are able to apply their self-assessment skills and to learn from the
performance task. In this way, the performance task, which is meant to be summative can also be a
formative assessment.
Assessment is not one size fits all and different strategies should be used throughout a lesson.
Through the use of both formative and summative assessment, teachers can evaluate their teaching and
adjust instruction as needed. Assessment is an ongoing process and student involvement increases its
effectiveness. By using the three assessment techniques in triangulation, a clear picture of student
understanding is given, which can then be used to better communicate concepts to a class. Encouraging
self and peer assessment develops skills that students will need in every day life, and recognizing that
lessons are interconnected based on assessments will improve student understanding.
References:
Black, Harrison, Lee, Marshall, & Wiliam. (2004). Working Inside the Black Box: Assessment for
Learning in the Classroom, Phi Delta Kappan, 86(1), pp. 9-21.
Davies, A. (2012). Making classroom assessment work. Connections Publishing. Courtenay, B.C.
Shepard, L. (2000). The role of assessment in a learning culture. Educational Researcher 29 (7) pp. 4-14.
Turley, E. D. & Gallaher, C. W. (2008). On the uses of rubrics: Reframing the great rubric debate. English
Journal, 97(4) pp. 87-92.
Wiggins, G. & McTighe, J. (2008). Put Understanding First. Educational Leadership 65, (8) pp. 36-41.
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Assessment

Pablo Picasso and Abstract Art

Pablo Picasso and Abstract Art

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Worksheets (of SMARTBoard Activities)

Consider the questions:

Pablo Picasso and Abstract Art

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Draw lines that correspond with the words.

MAKE AN ABSTRACT DRAWING

Pablo Picasso and Abstract Art

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Students will create an abstract collage that demonstrates their knowledge of

Paper (White and Coloured)

PURPOSE 4: Students will

PURPOSE 5: Students will

Colour can be made to appear dull or

Feelings and moods can be interpreted

Outside stimulation from sources such as

Depiction of Daily 5 value in an

Student Task Description

Abstract visual form representing the value.

Represent how this value makes you feel.

Use abstract techniques.

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