Iv.assessment tools
Scratch Art Actitity
On our first day with Alicias 4th/5th grade class, we did a drawing activity using scratch art paper. This activity was not a formal part of our unit but, did serve as an informal pre-assessment tool. With this activity we were able to get an idea of what our students were capable of before we officially began the unit. Students were asked to write down ideas they had in mind for the features their creature would have (ideation), sketch different ideas for how their creature might look (envision), and discuss the ideas they came up with as a group (reflect).This activity gave us better insight into where students were in relation to the Colorado state standards for visual art and grade level expectations for 4th/5th graders. We were also able to get an idea of what their literacy skills looked like before begging our actual unit. After this activity we were able to more effectively plan a unit that would meet the developmental needs of our students.
Sketch Book Research
The first lesson of our unit required students to record research findings from the library in their sketchbooks. This activity functioned as the basis for our formal pre-assessment. Before heading to the library we discussed what environmental factors every "zookeeper" would need to consider while planning a habitat to best meet their animals needs. We also discussed the connection between a creatures features and the environment they live in. As a class we collaboratively brainstormed to come up with a list of common elements every animal needs to survive. After having students come up with a list together we passed out a research guide sheet to help students stay on task in the library. The first three questions were ones that we felt were most important for all students to consider. The last two numbers were left blank so students could decide what information they felt was most important to include about their creature. Below you will see an example of how one student responded to this activity. The information we included on this research guide is in bold, and the students responses are italicized.
What are key facts you want viewers to know about your creature?
1. Where does it live? (Hot/Cold, can you find it on a map?)
They live on a rainbow cloud in Detroit's Belle Isle Park and its very cold.
you can't find it on a map because the rainbow unicorns used their magic to hide it
2. What does it eat?
It eats regular cloud because it tastes like cotton candy to them
3. How big is your creature?
It is the same size of a horse
4. They need 1 hour to sleep and the rest of the time they go shopping.
5. They stay together in groups because they don't like to be alone.
The questions were kept basic, to allow the students room to come up with ideas and manipulate those ideas to fit pre- existing/new ideas. This activity was used as an assessment to check for prior knowledge and new found knowledge. by having information like this, the teachers were able to adapt their lessons according to the students needs. For example, many of the students' creatures' had multiple body parts ranging in a variety of textures, so we geared the next lesson towards developing ways to create different forms of texture.
What are key facts you want viewers to know about your creature?
1. Where does it live? (Hot/Cold, can you find it on a map?)
They live on a rainbow cloud in Detroit's Belle Isle Park and its very cold.
you can't find it on a map because the rainbow unicorns used their magic to hide it
2. What does it eat?
It eats regular cloud because it tastes like cotton candy to them
3. How big is your creature?
It is the same size of a horse
4. They need 1 hour to sleep and the rest of the time they go shopping.
5. They stay together in groups because they don't like to be alone.
The questions were kept basic, to allow the students room to come up with ideas and manipulate those ideas to fit pre- existing/new ideas. This activity was used as an assessment to check for prior knowledge and new found knowledge. by having information like this, the teachers were able to adapt their lessons according to the students needs. For example, many of the students' creatures' had multiple body parts ranging in a variety of textures, so we geared the next lesson towards developing ways to create different forms of texture.
Texture Discovery Table
To introduce students to the material of clay, we had them start by engaging in an ideation activity that allowed them to explore the material. On the table in the front of the classroom we set out different texture categories and asked students to use clay to make as many different texture samples as they could for each category. As students began to work with the clay they quickly became more creative with the materials and processes they were using to create texture. While students independently explored the material they recorded their discoveries in their sketch books. At the end of this lesson we had a few students volunteer to reflect on discoveries they made and share them with the class. This ideation activity required students to explore a new material while beginning to refine their technical skills by practicing creation with clay.
Depicted below is an image of the discovery table with samples of textures created by students.
Depicted below is an image of the discovery table with samples of textures created by students.
Documentation and Assessment
-SKETCHBOOKS
In this unit sketchbooks were used as a tool for students to document their own creative process and reflect on their learning. Sketchbooks also became an important tool for us to use as a type of formative assessment. Because every lesson we taught required students to work in their sketchbooks at least once, we were able to assess student growth by looking at how well they were able to document their own learning as in occurred throughout the unit. Sketchbooks were used as a way for students to record research information about their creatures, draw ideas for what it might look like, record discoveries of materials and processes, draw plans for their exhibit from multiple perspectives, and reflect on how they created their project. The information students included in their sketchbooks ended up being a great platform to help us more effectively discuss the direction of individual students projects, their vision, and their understanding of specific concepts from lessons. The amount of detail included in these entries allowed us to assess the depth at which students engaged in each class activity. The sketchbooks were most successfully used as a tool to help us formally assess their developing ability to plan, ideate, and reflect.
Depicted below are examples of student self-documentation of learning at different stages during the semester.
In this unit sketchbooks were used as a tool for students to document their own creative process and reflect on their learning. Sketchbooks also became an important tool for us to use as a type of formative assessment. Because every lesson we taught required students to work in their sketchbooks at least once, we were able to assess student growth by looking at how well they were able to document their own learning as in occurred throughout the unit. Sketchbooks were used as a way for students to record research information about their creatures, draw ideas for what it might look like, record discoveries of materials and processes, draw plans for their exhibit from multiple perspectives, and reflect on how they created their project. The information students included in their sketchbooks ended up being a great platform to help us more effectively discuss the direction of individual students projects, their vision, and their understanding of specific concepts from lessons. The amount of detail included in these entries allowed us to assess the depth at which students engaged in each class activity. The sketchbooks were most successfully used as a tool to help us formally assess their developing ability to plan, ideate, and reflect.
Depicted below are examples of student self-documentation of learning at different stages during the semester.
-BLOG
Student learning as it developed through out this unit was also recorded by teachers in the form of a blog. Evidence of learning developments that occurred with each class session were documented and analyzed on this blog. The photos and videos posted to our blog allowed us to keep track of student learning as it developed with every lesson. Recording the way students answered our questions about their creative process made students practice articulating their thoughts and recalling the sequence of events that led them to a specific discovery. The blog page used to display student learning in this class was another way we as teachers could formatively assess student learning as it occurred in this unit. It also allowed us to look back at what happened during class sessions to further analyze our own performance in the classroom.
To view the blog created for this class please see link attached below:
Alecias 4/5 grade class !http://artedufall.weebly.com
Student learning as it developed through out this unit was also recorded by teachers in the form of a blog. Evidence of learning developments that occurred with each class session were documented and analyzed on this blog. The photos and videos posted to our blog allowed us to keep track of student learning as it developed with every lesson. Recording the way students answered our questions about their creative process made students practice articulating their thoughts and recalling the sequence of events that led them to a specific discovery. The blog page used to display student learning in this class was another way we as teachers could formatively assess student learning as it occurred in this unit. It also allowed us to look back at what happened during class sessions to further analyze our own performance in the classroom.
To view the blog created for this class please see link attached below:
Alecias 4/5 grade class !http://artedufall.weebly.com