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Willow Brook

Data Analysis
Subject Area: Art Grade Level: 12
Summative Assessment (Artist statement)
A. Reaching Consensus about Proficiency
Read the assessment prompt and/or rubric and explain:
This is the rubric Mrs. Robinson used to grade the stone setting assignment. The categories are
visual literacy & communication, creativity and originality, work ethic, craftsmanship and skill,
proposal and ideation, and artist's statement.

What are the students expected to do?


For this assignment you will be creating a bracelet/cuff, a pair of earrings, or a pendant with one
or more set stones. With a very technical assignment such as this your primary goal will be
craftsmanship. Pieces must be buffed for this assignment and show a very high level of quality
and professionalism. I would like to see at least one texture added to the background whether it is
a hammered texture, an engraved texture, or a stamped texture is up to you, be creative!
Which standards (CCSS or content standards) or curriculum expectations are being assessed?
Comprehend (Cultural concept)
Create (Ideation & planning)
Reflect (Artists statement)
What do you consider to be a proficient response on this assessment? Exactly what do students
need to say or write for you to consider their work proficient?
Students fill out the cultural sheet with examples and clear research into the culture they wish to
draw inspiration from, they use class time, and write a statement when they turn their piece in on
time.
Did the assessment give students a good opportunity to demonstrate what they know?
Yes the finished piece demonstrates craftsmanship and skill and visual literacy and
communication and planning sheets demonstrate creativity and originality and proposal and
ideation. Work ethic is observed in studio habits during class time.

B. Diagnosing Student Strengths and Needs


After reaching consensus, read student work and without scoring, do a quick sort of students
work by the general degree of the objectives met, partially met, not met. You may need a not
sure pile. After sorting, any papers in the not sure pile should be matched with the typical
papers in one of the other existing piles. Student names should be recorded in the columns in
order to monitor progress over time.
High

Partially Met

Low

Native ring- not yet turned


in
Native pendant- not yet
turned in
Indian pendant- not yet
turned in

Japanese pendant- not yet turned in

Identifying Instructional Next Steps


After diagnosing what the student knows and still needs to learn, discuss as a team the learning
needs for the students in each level considering the following questions:
Based on the teams diagnosis of the students performance:
What patterns or trends are noted for the whole class?
Visual literacy & communication- students expressed knowledge during the initial lesson
proposal about understanding the differences between copying a piece of art and being inspired
by it. Most students knew metal vocabulary like soldering, bezel wire, etc. A vocabulary sheet
with the project sheet could be helpful.
Creativity and originality- I observed many students gravitate toward Native American
inspiration and copied images they found on Google. More in depth description of the
importance of original artwork and crediting inspiration can help, along with ideation
worksheets.
Work ethic- Many students came to class and didnt touch their work, and instead watched their
phone. Enforcing classroom behavior expectations can change that.

Craftsmanship and skill- Most students were new at processes but engaged and persisted
through it.
Proposal and ideation- Sketches were limited and ideation from another artists work. Making
ideation an essential and valued step in the artistic process will improve this.
Artist's statement- Sometimes written last minute and brief. A typed and published artist
statement on a personal website would hold students more accountable for their work.
What instructional strategies will be beneficial for the whole class?
Management in the classroom by setting clear expectations. This can happen through Love &
Logic and CHAMPS .
Based on the teams diagnosis of student responses at the high, expected, and low levels, what
instructional strategies will students at each level benefit from?
Moderate: Students that are already on board with filling out the sheet and looking into the
culture as best as they know how can be pushed one on one to pursue modern working artists
from the culture they choose. This will push the comprehension and research skills.
Low: Gradual release could benefit these students to keep them engaged in working to help them
manage their own time.