Assessment
Student Pre-Assessment and Post-Assessment Analysis
PSD Growth Assessment for Elementary Art (revised June 2014) is the instrument we used to evaluate the students at Polaris. In our assessment we noticed that it uses Art Learning themes (such as evaluating, connecting, understanding, communicating, etc.) and studio practice ideas within the wording of the assessment. This is important to look at these when assessing art. We feel that it is a standards based rubric, aligning closely with overarching themes of the standards for all elementary art students. That said it is very general and not specific to first grade developmental stages. This tool is mostly summative not formative, even with use at beginning and end it may show overall growth, but not the steps between.
PSD Growth Assessment for Elementary Art (revised June 2014) is the instrument we used to evaluate the students at Polaris. In our assessment we noticed that it uses Art Learning themes (such as evaluating, connecting, understanding, communicating, etc.) and studio practice ideas within the wording of the assessment. This is important to look at these when assessing art. We feel that it is a standards based rubric, aligning closely with overarching themes of the standards for all elementary art students. That said it is very general and not specific to first grade developmental stages. This tool is mostly summative not formative, even with use at beginning and end it may show overall growth, but not the steps between.
In the graph above we can see improvements across the board and through all areas. In the latter lessons we allowed students to make decisions that directed where the projects would develop. Specifically we voted on our last two projects, this increased the personal investment individual engagement. Though the chart is showing only the total scores for each student on pre and post assessment there were measurable improvements in all areas. The district wide art program uses this rubric to assess all elementary art areas which are Planning and Ideation, Creation and Exploration, and Reflection and Connection. Within those categories students were ranked by advanced, proficient, partially proficient and in progress.
Formative Assessments
With our first grade crew we used the following assessment techniques in our lessons, Targeted questioning and review, pair and share, group reflection, artistic response in the form of a song, reflection/critiques, ticket out the door and video blips (interviews). We also assessed during instruction to make sure students were accessing the content and feeling confident in their processes. Using student reflections we planned our next art experience from their responses. Critiques were often in the form of working critiques so students could use the feedback proactively. Our least successful technique was ‘Ticket out the Door’ because students were not invested in their responses nor did they have a chance to take corrective action. Our most successful technique was targeted questioning and review, because it allowed us to get a feel for where students were in the moment and change directions, give further instruction or model tasks if necessary.
Formative Assessments
With our first grade crew we used the following assessment techniques in our lessons, Targeted questioning and review, pair and share, group reflection, artistic response in the form of a song, reflection/critiques, ticket out the door and video blips (interviews). We also assessed during instruction to make sure students were accessing the content and feeling confident in their processes. Using student reflections we planned our next art experience from their responses. Critiques were often in the form of working critiques so students could use the feedback proactively. Our least successful technique was ‘Ticket out the Door’ because students were not invested in their responses nor did they have a chance to take corrective action. Our most successful technique was targeted questioning and review, because it allowed us to get a feel for where students were in the moment and change directions, give further instruction or model tasks if necessary.