VI. Assessment Data and Analysis
IV. Assessment Data and Analysis
-Explanation of Assessment Grading Criteria and Scoring: Below you will see the tool we used to assess student learning as it was displayed in the work they produced this semester.The rubric focuses on student learning as it relates to the district mandated assessment tool known as the PSD Growth Assessment for Elementary Art. The pre-assessment score was determined based on students display of understanding during the first few activities. Next to the pre assessment score is the post assessment score. Scores in the post assessment column represents student learning as a result of the semesters activities.Our goal is for every student to make it to proficient by the end of the semester. Both scores are included on this rubric to display the growth in student learning as it relates to each of the 4 levels of accomplishment (Standards: Comprehend, Reflect, Transfer & Create) stated by PSD. Below is a qualification of terms used to score student learning for each criteria listed on the rubric below. 4. Advanced- exceeded the project expectations 3. Proficient - fulfilled all project requirements 2. Partially Proficient -fulfilled half at least half of all project requirements 1. In Progress- fulfilled less that half of project requirements -Pre and Post-Assessment Instruments: Depicted below is the assessment tool used for both the pre and post assessment. Graph A: Pre/Post Assessment scores for Fourth and Fifth Grade Graph B: Individual Pre and Post Assessment Score Comparison
-Discussion of Pre and Post-Assessment Results:
The graphs above display high levels of student growth as a result of the unit we taught. These assessments show that growth occurred for every student who provided us with enough information to assess. One thing I found interesting was the difference in average pre and post assessment scores from 4th grade to 5th grade. While I did not notice any disconnect between the performance of 4th and 5th graders in the classroom, the data collect shows that there is a bit of cognitive disparity. On average, the 4th graders scored lower on both assessments than the 5th graders did. However the amount of growth that occurred between the pre and post assessment was almost the same for both grades. Also, the average post assessment scores for the 4th graders is only slightly higher than the average pre assessment scores for the 5th graders. This shows that not only did all students learn but, as a teacher I was able to successfully facilitate a level of student growth that is appropriate for cognitive level associated with age. Student 1: This student was among the highest scoring students in her class. She was enthusiastic about art class from the very first day and really enjoyed working hard on her project. The area where she excelled the most was in creation and exploration. She would start creating with a plan in mind, but was quick to allow that plan to grow into something else while she was creating. Student 2: This student showed a lot of growth this semester. In the beginning it was hard to get him to engage in class activities. He was quick to get discouraged and give up because he did not feel that he was good at art. As the semester progressed, and we continued to work on different elements of the same project, he was able to see how other students were working through issues similar to his. By the end of the semester he demonstrated his ability to engage and persist by successfully finishing a drawing of his creature that, at the beginning of class, he thought he was not capable of creating. Student 3: Over the course of the semester this student showed strong developments in the area of creative exploration. When we began, she would always use materials in a traditional and predictable way. Through the course of the semester she developed the ability to creatively work through challenges by reframing her approach. This was particularly visible in the way she used mixed media materials to finish her animal. Student 4: This student showed great developments in the areas of planning and making connections. At the beginning of this project he had a hard time figuring out how to make connections between the physical features of his creature and the type of environment it would need. By the end of the project he was able to explain exactly how the features of his creature were related to elements of the environment he created. Student 5: This student scored amongst the highest of the class in both the pre assessment and post assessment. From the very beginning he has been enthusiastically engaged in every class session. He had no problem with ideation or creative exploration, and his final product was a reflection of this. Student 6: In the beginning this student struggled a bit with ideation and planning. However, he improved greatly in his ability to ideate and plan over the course of the semester. I observed this when we were working on drawing plans for our exhibit. He spent a lot of time practicing how to draw an airplane accurately because he said his creature could fly a plane. Then when we started on the exhibit he painted a detailed airplane on the top of his box, exactly the way he planned to. Student 7: This student scored amongst the highest of her peers in both the pre and post assessemnt. The area where she excelled the most was planning. She was not only able to effectively plan a project that hit all the requirements, but she was able to follow through with her plan and execute a high quality project in a timely manner. Her project was by far the most complete and she was still the first one to finish. Her ability to envision, plan, and create greatly improved this semester. Student 8: According to our assessment, this student earned 2 points in the area of creation and exploration in the pre-assessment and a 4 in this area on the post-assessment. Her assessment scores accurately reflect her developments in creation and exploration this semester. In the beginning of the semester she struggled with exploring her ideas and would get stuck very quickly. As the semester progressed I saw her ability to create and explore develop a lot when we drew plans for our exhibits and created with mixed media materials. Student 9: This student scored on the lower end of her peers in the pre-assessment and amongst the highest of her peers in the post assessment. This is an accurate reflection of her growth this semester. the area where I saw the most growth was in her ability to reflect and connect. In the beginning she had a hard time making the connection between creature features and creatures environment. In the end, she displayed her understanding of this connection by creating an environment that fit her creature better than any other project. Student 10: This student scored the highest amount of points on her post-assessment and her work throughout this unit reflects that. She was very engaged in every class session and was constantly working on a level that exceeded expectations. One example of this was when we were using mixed media to build environments that would be best for the animals. She installed an apparatus to the top of her box that would allow her to make the animals toy move around the exhibit like a puppet. She was able to creatively figure out solutions to problems that arose while creating this element, allowing her to make this a successful part of her art work. Student 11: This students assessment shows average growth between pre-assessment and post-assessment, which is accurate of her performance this semester. While she did show growth this semester, it was not as drastic as some of her peers. One area I feel she could have made greater improvements in was reflection and connection. She was better at this by the end of the semester than she was at the beginning, however based on her speaking skills I feel she was capable of more meaningful reflections and connections then she produced. Student 12: This student scored the highest of the class on the pre assessment with a 9 and close to the highest on the post assessment with an 11 out of 12 points earned. He was definitely more advanced than his peers in all areas we pre-assessed. He showed a lot of growth over the course of the semester but did not advance beyond the level of his peers. Instead, It seems more like his peers caught up to him by the end of the semester, which is reflected in our pre and post assessment data. Student 13: This student scored amongst the highest of her peers on both the pre and post assessments. Her assessment shows the most growth in the area of creation and exploration, which is an accurate reflection of her development this semester. She was one of the students who struggled the most with coming up with creative ideas for her creature, as well as actually creating the creature out of clay. By the end of the semester she displayed growth in this area when she drew elaborate plans for her creatures environment, and made discovered very creative ways to used mixed media materials in her project. Student 14: This student scored lower than most on both his pre and post assessment, however he still showed a similar amount of overall growth to that of his peers. His assessment data is an accurate reflection of his performance in this class. This student as behavioral issues that cause him to struggle with paying attention, and stay on task in class. I think he really benefitted from the amount of freedom available with this project. I also feel that focusing on the creation of one single project for the whole semester was an effective way for him to practice seeing an idea all the way through. Student 15: This student scored lower than most on his pre and post assessments. The overall growth displayed in both his assessment data was lower than most of his peers. This is an accurate reflection of his performance in this class. His work displayed some growth but it was not the amount of growth he was capable of attaining. His lack of desire to engage and persist in art activities inhibited his growth in all areas we assessed. Student 16: The assessment data we have collect from this student is insufficient. This particular student was only present for the first day of, and she has not been present since. She earned zero credit for the pre-assessment and zero credit for the post- assessment due to the fact that we did not have any work of hers to assess. Student 17: This student is very inquisitive and a very bright thinker. While she did well with planning and creation, she excelled in her ability to reflect, articulate, and make connections. All of her written work, which included reflections about materials and the art making process, as well as information about her animal, were clearly well thought out and incredibly well articulated. Student 18: The assessment data we have collect from this student is insufficient. This particular student was only present the first few sessions of class, and she has not been present since. She scored very low on the pre-assessment and earned zero credit for the post- assessment due to the fact that we did not have any work of hers to assess. -Strengths and Weaknesses of Assessment Plan: Overall I feel that our assessment plan was successful in its ability to demonstrate student growth as it occurred over the course of this unit. I think that our assessment plan could be improved by structuring it in a way that formally assessed student learning as it occurred during the unit, instead of just at the very end. If I were to do this all again I would try to organize the activities in this unit to focus on one skill area we assessed at a time. For example, I would focus on students ability to plan and ideate first by doing the library research activity, then the multiple perspective drawing activity. After these activities were complete I would have a rubric that more specifically assessed student development in areas of planning and ideation. Next, I would focus on the area of creation and exploration by doing the clay creature activity and mixed media environment building. I could then more accurately assess student learning in the area of planning and ideation with a rubric that looked specifically at those abilities. Lastly, I would focus on reflection and connection by doing the museum/zoo label activity and having every student present to the class how the environment they created is the best fit for their creature. From there I could specifically assess their developments in the area of reflection and connection. Then at the end of the unit I could look at student growth more in depth as it occurred in each area, or I could put assessment data for each skill set together and assess overall student growth. If we had broken down this unit into more distinct pieces, and assessed each component individually, we would better be able to identify and therefore address the needs of our students. This would also serve as a great way to make sure each student is developing these skills to the extent that they need to before moving onto another skill set. All of the skills that PSD requires us to assess are interconnected and I understand that they can not be completely isolated from one another. However, focusing activities on strengthening one skill set at a time could result in the occurrence of higher levels of overall student growth across all skill sets. |
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