Assessment Data & Analysis
For the pre-assessment and post-assessment tools, a scoring rubric was used with the following criteria: planning and ideation, creation and exploration, and reflection and connection. The pre-assessment and post-assessment are identical, to show growth for the specific criteria. We used PSD’s “Growth Assessment for Elementary Art” Rubric which is shown below. The criteria that the students are graded on are based off the 4 art standards: comprehend, reflect, create and transfer.
The graph above represents each student. Earlier in the year, each student was assigned a number in order to keep their identities anonymous. The blue represents their pre-test score while the red represents their post-test score.
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The graph above shows the overall pre and post-test averages according to each criterion. The blue represents the average pre-test score while the red represents the average post-test score.
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The assessment too that we chose to use worked very well for this group of students. Almost every student improved and could show growth in their assessment. Below, you will find a brief description for each student about how they improved from the first assessment.
Student 1.
Student 1 began at the average level of the class when creating. This student started creating art without making connections to the world around him. This student improved on analyzing his final art, including discussing his artistic decisions and the discussion of his classmates’ art.
Student 2.
This student’s cognitive abilities are relatively the same and have not drastically changed throughout the semester. This student is confident in discussing his work but does not dig deeper or establish strong connections with others around him. This student works best with loose ended projects that he can work on by himself.
Student 3.
This student drastically improved in reflections and critiques. The student started by minimally participating in any sort of discussion and the student is now at the level where she is excitingly raising her hand for every opportunity to speak. She has remained engaged throughout the entire time and has developed cognitively when it comes to reflecting and making personal connections with art.
Student 4.
Student 4 began learning at the average level according to the class data. Through ideation, planning, and techniques and processes, this student improved cognitively by allowing an expansion and exploration of ideas. His art projects went from developing to advanced/proficient, ultimately excelling on the final building project. This student takes initiative to explore with new materials and ways of creating art.
Student 5.
This student has been very creative when it comes to ideation since day one. The student prefers to plan as he goes but always has strong ideas behind his artistic decision making. This student discusses his ideas often and tends to improve and work more efficiently in groups, socializing with classmates.
Student 6.
Student 6 is a shy student who loves to create art. She always participates fully and is engaged in each lesson. This student succeeds at connecting her personal life to our given art projects; student 6 connects with her art and the art around her. This student improved in planning her artwork and utilizes expression over exploration of materials.
Student 7.
Throughout the semester, student 7 demonstrated gradual growth in planning, ideation, and also reflection. This student does a great job of discussing his artistic ideas and decisions with his classmates during work time and in group discussion. This student improved on engagement in art activities when the teachers incorporate his favorite hobbies into art.
Student 8.
This student enjoys exploring materials and does not to like to step outside of her comfort zone.
Student 9
Student 9 is able to stretch and explore without assistance. He thinks of original ideas for his artwork and participates in praxis fully, coming up with many ideas along the way. This student is now willing to explore with all materials as opposed to just a select few.
Student 10.
This student performs at the highest level when it comes to envisioning, ideation, and planning. This student is very good at envisioning what she wants to create and she is always fully engaged and persistent throughout each lesson. Her plans for her art projects have evolved to have complete detail before she begins executing her artwork. She has a strong interest in arts and crafts and falls at the higher end of the class spectrum when it comes to conceptualizing creative and unique ideas.
Student 11.
This student excels in the class when it comes to art making and the use of techniques and processes. This student improved in group work and also the reflection process. He is now advanced at discussing his artistic decisions and enjoys being an artistic problem solver.
Student 12.
This student has developed in listening skills, creativity, and also engagement in lessons. This student discovered ways to create art incorporating his favorite hobbies and interests, ultimately making the student more engaged and involved.
Student 13.
This student is always engaged in each lesson but does not like to have a structured plan. She works much more efficiently and creatively if there are not specific strict guidelines per assignment. This student develops and succeeds in the ideation category, coming up with unique connections for each project.
Student 14.
Student 14 is best at reflecting, critiquing, and discussing his artwork. He is always eager to share all of his ideas and decisions with the class, and he fully plans out all of his art ideas. This student has shown a gradual step of growth when it comes to planning and also staying engaged for the entirety of each art lesson.
Student 15.
This student has positively developed when it comes to expression, reflection, and also using techniques and processes. This student incorporates the most detail when it comes to reflecting on her artwork versus other classmates’ artwork. Each detail has a personal connection and reason that she is willing to share with others. This student succeeds at connecting her artwork to her other classmates.
Student 16.
This student was advanced at creating and exploring at the beginning of this art class and has further developed when it comes to connecting to his artwork personally. This student is advanced when it comes to creating and reflecting on his work through individual and group discussion. This student is very good at working alone and working with others.
Student 17.
This student has increased his knowledge of techniques and processes, and has began to push himself when it comes to materials. This student creates original ideas and is engaged in each art making lesson, succeeded mainly in ideation with original concepts.
Student 18.
Student 18 tends to work quickly and move on to other things as soon as he can. He enjoys being creative and expressing, often interpreting many projects like exercises. This student completes all tasks in his own personal way, representing his creative side. This student has developed cognitively to place him at the class average level, understanding why people create art.
Overall, this assessment tool was very successful. We were able to accurately grade each student based off of the 3 criteria. In elementary art, I feel that making art should be more about making decisions, experimenting, and brainstorming. I believe that this rubric allowed for that. If I could change one thing about this rubric though I would allow a criterion for effort and attitude. Some students did not put forth a lot of effort but had good results and other students put forth a lot of effort but did not have as good results. I believe that adding an “effort and attitude” criteria, students who did well in that area would be able to show that in their grade.
Student 1.
Student 1 began at the average level of the class when creating. This student started creating art without making connections to the world around him. This student improved on analyzing his final art, including discussing his artistic decisions and the discussion of his classmates’ art.
Student 2.
This student’s cognitive abilities are relatively the same and have not drastically changed throughout the semester. This student is confident in discussing his work but does not dig deeper or establish strong connections with others around him. This student works best with loose ended projects that he can work on by himself.
Student 3.
This student drastically improved in reflections and critiques. The student started by minimally participating in any sort of discussion and the student is now at the level where she is excitingly raising her hand for every opportunity to speak. She has remained engaged throughout the entire time and has developed cognitively when it comes to reflecting and making personal connections with art.
Student 4.
Student 4 began learning at the average level according to the class data. Through ideation, planning, and techniques and processes, this student improved cognitively by allowing an expansion and exploration of ideas. His art projects went from developing to advanced/proficient, ultimately excelling on the final building project. This student takes initiative to explore with new materials and ways of creating art.
Student 5.
This student has been very creative when it comes to ideation since day one. The student prefers to plan as he goes but always has strong ideas behind his artistic decision making. This student discusses his ideas often and tends to improve and work more efficiently in groups, socializing with classmates.
Student 6.
Student 6 is a shy student who loves to create art. She always participates fully and is engaged in each lesson. This student succeeds at connecting her personal life to our given art projects; student 6 connects with her art and the art around her. This student improved in planning her artwork and utilizes expression over exploration of materials.
Student 7.
Throughout the semester, student 7 demonstrated gradual growth in planning, ideation, and also reflection. This student does a great job of discussing his artistic ideas and decisions with his classmates during work time and in group discussion. This student improved on engagement in art activities when the teachers incorporate his favorite hobbies into art.
Student 8.
This student enjoys exploring materials and does not to like to step outside of her comfort zone.
Student 9
Student 9 is able to stretch and explore without assistance. He thinks of original ideas for his artwork and participates in praxis fully, coming up with many ideas along the way. This student is now willing to explore with all materials as opposed to just a select few.
Student 10.
This student performs at the highest level when it comes to envisioning, ideation, and planning. This student is very good at envisioning what she wants to create and she is always fully engaged and persistent throughout each lesson. Her plans for her art projects have evolved to have complete detail before she begins executing her artwork. She has a strong interest in arts and crafts and falls at the higher end of the class spectrum when it comes to conceptualizing creative and unique ideas.
Student 11.
This student excels in the class when it comes to art making and the use of techniques and processes. This student improved in group work and also the reflection process. He is now advanced at discussing his artistic decisions and enjoys being an artistic problem solver.
Student 12.
This student has developed in listening skills, creativity, and also engagement in lessons. This student discovered ways to create art incorporating his favorite hobbies and interests, ultimately making the student more engaged and involved.
Student 13.
This student is always engaged in each lesson but does not like to have a structured plan. She works much more efficiently and creatively if there are not specific strict guidelines per assignment. This student develops and succeeds in the ideation category, coming up with unique connections for each project.
Student 14.
Student 14 is best at reflecting, critiquing, and discussing his artwork. He is always eager to share all of his ideas and decisions with the class, and he fully plans out all of his art ideas. This student has shown a gradual step of growth when it comes to planning and also staying engaged for the entirety of each art lesson.
Student 15.
This student has positively developed when it comes to expression, reflection, and also using techniques and processes. This student incorporates the most detail when it comes to reflecting on her artwork versus other classmates’ artwork. Each detail has a personal connection and reason that she is willing to share with others. This student succeeds at connecting her artwork to her other classmates.
Student 16.
This student was advanced at creating and exploring at the beginning of this art class and has further developed when it comes to connecting to his artwork personally. This student is advanced when it comes to creating and reflecting on his work through individual and group discussion. This student is very good at working alone and working with others.
Student 17.
This student has increased his knowledge of techniques and processes, and has began to push himself when it comes to materials. This student creates original ideas and is engaged in each art making lesson, succeeded mainly in ideation with original concepts.
Student 18.
Student 18 tends to work quickly and move on to other things as soon as he can. He enjoys being creative and expressing, often interpreting many projects like exercises. This student completes all tasks in his own personal way, representing his creative side. This student has developed cognitively to place him at the class average level, understanding why people create art.
Overall, this assessment tool was very successful. We were able to accurately grade each student based off of the 3 criteria. In elementary art, I feel that making art should be more about making decisions, experimenting, and brainstorming. I believe that this rubric allowed for that. If I could change one thing about this rubric though I would allow a criterion for effort and attitude. Some students did not put forth a lot of effort but had good results and other students put forth a lot of effort but did not have as good results. I believe that adding an “effort and attitude” criteria, students who did well in that area would be able to show that in their grade.
