Byron Approval Tool for Type II & III (Teacher-Created) Assessments

Teacher: ___Kathy Driscoll________________________ Course/Class: __Introduction to 2D Art & Design

Directions: For any Type III assessment used for SLOs, it is required that teachers complete the steps
below, using the Standards Alignment and Coverage Check Chart, Rigor Analysis Chart, and Assessment
Approval Rubric.

1) Using the assessment and any applicable scoring guide/rubric, identify which standards align to
which items or tasks on your assessment. Use Common Core (CCSS), Next Generation (NGSS), or
appropriate national, state, or district standards, as applicable. Then, use the Standards Alignment
and Coverage Check Chart to note which questions are aligned to which standards and to ensure
that each standard is covered by sufficient number of items or tasks. Attach this chart to the
assessment. Note: Not all performance-based/rubric assessments may need several tasks for each
standard, but all tasks should be aligned to standards. Thus, even teachers using performance-based
assessments must align any tasks to standards using the Standards Alignment and Coverage Check
Chart.

2) Use the Assessment Rigor Analysis Chart to give examples of assessment questions/tasks that fall
under various levels of the Depth of Knowledge Framework. Note: Not all questions must be
categorized, but there must be sufficient examples given of questions meeting at least three levels
of rigor. Attach this chart to the assessment. Note: This may be skipped for performance-
based/rubric assessments.

3) Review the format of the assessment questions. Check for the following:
Are questions/tasks written clearly?
Are there a variety of types of questions/tasks?
Are the questions/tasks free of bias?
Are the questions appropriate for the subject/grade level?

4) If the assessment(s) will need to be adapted for students with special needs, please specify any
changes below:

5) What is the content mastery score on this assessment? In other words, what score should students
receive to indicate that they have mastered the Learning Objective for this course?
112/135 as an overall grade would earn 83% and mastery of the assessment. I will be
focusing on my Introduction to 2D Art & Design class.

Please return this form to your primary evaluator, along with a copy of the assessment(s), Standards
Alignment and Coverage Check Chart, Assessment Rigor Analysis Chart, and any additional supporting
materials (rubrics, scoring guides, etc).

Adapted from: Indiana Department of Education RISE Evaluation and Development System. Student
Learning Objectives Handbook Version 2.0. 30 January 2013. Accessed at
http://www.riseindiana.org/sites/default/files/files/Student%20Learning%20Objectives%20Handbook%202
%200%20final%284%29.pdf
Standards Alignment and Coverage Check

Teacher(s): __Kathy Driscoll___________________________________________ Course/Class: ___Introduction to 2D Art & Design

Directions: After aligning assessment items or tasks to any available standards, use the chart below to list assessment questions with the
corresponding standards to which they are aligned. Only fill in the total number of standards that apply.

Standard: Standard Description DOK Level of Question DOK Level of Question

Standard Numbers/Tasks
Example: Determine the meaning of words and phrases as 2 2,4,8 Question 2 DOK 1
RL.3.4 they are used in a text, distinguishing literal Question 4 DOK 2
from non-literal language. Question 8 DOK 3
BCUSD The student will demonstrate creative 4: Extended Creation of Meaning Creation of Meaning-DOK 4
Visual Art expression through appropriate media. Thinking
Power
Standard 1
BCUSD The student will demonstrate technique 4: Extended Creation of Meaning Creation of Meaning-DOK 4
Visual Art through a variety of 2 and 3-D art. Thinking
Power
Standard 2
BCUSD The student will demonstrate 2: Skill/Concept Detail, Creation of Detail-DOK 2
Visual Art craftsmanship through the use of tools and Meaning, Craftsmanship Creation of Meaning- DOK 2
Power materials. Craftsmanship- DOK 2
Standard 3
Illinois Demonstrate knowledge and skills to 1: Recall Proportions, Detail, Proportions-DOK 1
State create 2 and 3-dimensional works and time 2: Skill/Concept Accuracy of Features, Detail-DOK 2
Standard arts that are realistic, abstract, functional 4: Extended Creation of Meaning Accuracy of Features-DOK 2
26. B. 3d and decorative. Thinking Creation of Meaning-DOK 4
National Art Document early stages of the creative 3: Strategic Creation of Meaning Creation of Meaning-DOK 3
Standard process visually and/or verbally in Thinking
VA:Cr1.1.8 traditional or new media.
National Art Document willingness to experiment, 3: Strategic Creation of Meaning Creation of Meaning-DOK 3
Standard innovate, and take risks to pursue ideas, Thinking
VA:Cr2.1.8 forms, and meanings that emerge in the
process of art-making or designing.
Assessment Approval Rubric for Type II & III (Teacher-Created) Assessments

Teacher: __Kathy Driscoll___________________ Grade Level/Subject: __9th-12th/ Art & Design______

Approval Criteria:
Items represent the DOK level of the standard and below, if applicable
Grade level appropriate for class/course
Scoring is objective (includes scoring guides/rubrics)
Item type and length of assessment is appropriate for the grade-level /subject
Sufficient number of standards, based upon course or subject and grade-level, with at least 3-5
standards covered
A minimum of 3 items or tasks for each standard/skill to be assessed for content-area subjects
(excluding any applicable performance-based assessment)
Question stem and answer choices are clear, free from bias, and do not cue the correct answer

I approve of this assessment/task and any accompanying rubrics without further change.
Please make changes suggested in feedback above and resubmit the assessment/tasks and
rubrics:

Signature of evaluator: _____________________________________________ Date: _______________

Signature of teacher(s): ____________________________________________ Date: ________________