A teacher that understands Standard 6 uses several methods of evaluation to track learner progress. She varies these assessments in order to engage learners in their own development, as well as to guide the decision-making processes of the classroom community going forward.
Without carefully curated assessments, the teacher will not have a reliable way to measure students’ progress or understanding of the material. An instructor that does not understand this standard will not be able to properly address shortcomings in her lesson plan designs, as the method of evaluation could be maligned with the specific learning objectives of the unit.
To demonstrate my understanding of this standard, I will dive into a unit I did on watercolor. The artifacts I present show different ways I measure student growth and progress.
Pre-unit Assessments
The best way for an art teacher to gauge student familiarity and ability is to have students demonstrate their understanding in a low-stakes environment. For this unit I specifically addressed SOLs AIII.15 and AIV.15, which both emphasize technical skills and innovative thinking when applying selected media and creating works of art. To start, I had students create their own technique practice sheet that we filled in together. I taught two or three techniques each class at the end of the lecture, then modeled the techniques to students. During this time, students were prompted to answer (and ask) questions about applying the techniques to the watercolor paper. Then, students practiced the technique on their own sheet while I circulated the classroom to give feedback and assistance when necessary. During this time, I am able to observe, ask questions, and assess understanding.
Project Rubrics
The rubric was shown and explained to students towards the beginning of the unit, and was posted online for students to continuously reference during the creative process. It breaks down exactly what I am looking for in their finished work, and serves as a checklist when planning out their designs. The rubric I designed can be modified for most major art projects, but it tells students what separates A-level work from B-level work in this specific watercolor unit. The rubric is carefully aligned with the major SOLs used to plan the unit, such as AIII/AIV.2 (planning, designing, creating, and reflection), AIII/AIV.15 (technique skills and application), and AIII/AIV.12 (incorporating and identifying elements of art in personal works).
Aggregate Data
As students completed their technique practice sheets, I compiled the data into a spreadsheet to show me which techniques students struggled with the most. I organized the data by technique and by class, which allowed me to see where I can improve my instruction conceptually, as well as which classes need reinforcement on specific techniques. This spreadsheet was then referenced throughout the unit, and compared to the self-reported techniques that students chose to use in their final projects. This allowed me to compare each student’s growth to their own starting point, as well as witness the class-wide improvement of technique application. This also demonstrates my application of ISTE standard 2.7c, by using assessment data to guide progress and communicate with students.