Calla Urban

Assessment Data and Analysis

Explanation of Assessment Grading Criteria and Scoring:
The pre and post assessment instrument we used to show growth over
this semester was a single rubric. We used identical assessment rather
than parallel and the rubric for pre-assessment looked exactly the
same as the rubric for post assessment (rubric below). This
assessment is very related to the 4 standards, which include:
comprehend, reflect, create, and transfer. The planning and ideation
section relates to comprehend while the creation and exploration
section relates to create, and the reflect and connection section relates
to reflect and transfer. The assessment criteria also matches up very
well with our GLEs. The reflect and connect section matches up
perfectly with the reflect GLE 1. - Artists, viewers, and patrons use the
language of art to respond to their own art and the art of others. The
creation section aligns with a GLE in the create standard that students
must, - 2. Demonstrate basic studio skills. The reflection and
connection section also relates with the GLE under transfer that says, 1.Works of art connect individual ideas to make meaning. Three of our
big enduring understandings/ unit goals for the semester were: 1.
Creativity and innovative thinking are essential life skills that can be
developed. 2. Decisions about art - making can be developed through
engagement with art and can lead to understanding and appreciation
of self, others, the natural world, and constructed environments. 3.
Planning and refinement are an essential component in creating art in
all its forms. Enduring understanding #1 relates directly to the
creation and exploration criteria through engagement in the creative
process. Enduring understanding #2 relates directly to the reflection
and connection criteria by evaluating and communicating personal
connections with art. Enduring understanding # 3 relates directly to
the planning and ideation criteria by formulating ideas and
communicating intended meaning.
Pre and Post-Assessment Instruments:

PSD Growth Assessment for Elementary Art

(revised June 2014)

Student Name: _____________________ PRE Date: ______________________ POST

Date: _________________________
Standard 1: Observe & Learn to Comprehend / Standard 2: Envision & Critique to
Reflect / Standard 3: Invent & Discover to Create / Standard 4: Relate & Connect to
Transfer

Scoring
Advanced
Criteria
4

Proficient
3

Partially
Proficient
2

In Progress

Scor
e

PRPOS

ET

Explores
materials,
Explores
Explores
Attempts to
formulates
materials,
materials,
explore
ideas, and
formulates
formulates
materials,
Planninclearly
ideas, and
ideas, and
formulate
g&
communicates/eclearly
somewhat
ideas, and
Ideationxpresses
communicates/ecommunicates/e
communicate/
intended
xpresses
xpresses
express
meaning in a intended
intended
meaning.
complex and meaning.
meaning.
inventive way.
Shows
Shows
independent
Shows
perseverance Shows some
perseverance
minimal
and
engagement in
and a high level
engagement
Creatio
engagement in the creative
of engagement
in the creative
n&
the creative
process.
in the creative
process.
Explorat
process.
Demonstrates
process.
Attempts to
ion
Demonstrates abasic use of
Demonstrates a
use materials
competent use materials and
sophisticated
and
of materials andtechniques.
use of materials
techniques.
techniques.
and techniques.
Thoroughly
Begins to
Analyzes,
analyzes,
analyze,
evaluates and
Attempts to
evaluates and
evaluate and/or
Reflecti
communicates
communicate
communicates
communicate
on &
personal
personal
personal
personal
Connect
connections with
connections
connections with
connections with
ion
works of art and
with works of
works of art and
works of art and
ideas using the
art and ideas.
ideas using the
ideas using the
language of art.
language of art.
language of art.

Total
Score

This rubric served as both the pre and post-assessment instrument.

Here are images of the initial and final project we used to assess:

1
212

Pre and Post-Assessment Results:

Graph of Every Students Pre and Post-Assessment Growth (out of 12
possible)
12
10
8
6
Pre-Assess
4

Post-Assess

2
0

Graph of the Average Boys vs. the Average Girls Pre and PostAssessment Growth (out of 12 possible)

10
9
8
7
6
Pre-Assessment

Post-Assessment

4
3
2
1
0
Boys

Girls

Discussion of Pre and Post-Assessment Results:

Both of the graphs are positive in the fact that they clearly show
growth from the beginning of the semester to the end. They do not
show growth in every student but the average has certainly grown.
Overall the average growth was 23% from pre-assessment to postassessment. There were only two students who did not show growth.
One student was male and one was female so that along with the
averages shows that gender made no difference. Both students who
made no growth I know to have been absent for three of our class days
and when you are only working with students once a week, that
becomes a huge number of absences that certainly contributed to their
lack of progress. Eight of the students only made a 1-2 point increase
in their assessments, 6 of them were boys and 2 of them were girls.
This is the only real difference between boys and girls in the
assessment results. However, I still do not think this is anywhere close
to enough evidence to show a growth difference between the boys and
girls assessments. Five people tied for the greatest amount of growth,
2 were third graders and 3 were second graders. This is sub-grouping
that I thought would show more differences. I assumed that the
second graders would show a lot more growth because they have had
one less year to learn so as such they probably do not know as much
but that simply was not the case. I would be interested to see what
that correlation looks like with a much larger body of students however
with these students it did not seem to have a large impact. If we
compared it to the lesson assessments based off their completed

works I think the date would be incredibly similar. The same two
students failed to meet the objectives in every project and the 5
students with the most growth all showed improvement in every
lesson.
Strengths and Weaknesses of Assessment Plan:
The assessment plan was a very simple yet effective way to track
student growth throughout the semester. The identical pre and postassessment format made things very cut and dry on whether or not the
students reached the intended criteria and showed any growth. Some
of the problems we had with the assessment plan was that our unit
objectives did not initially line up with the assessment criteria and
honestly the unit plan was not clearly defined in the beginning so the
objectives sort of shifted around throughout the semester. Once we
shifted out unit objectives and enduring understandings however, it fit
extremely well. There was a criteria to represent each one of out
objectives very well. It probably would not have worked for each
individual lesson but it was very good for the overall unit. I would not
modify the assessment plan, I would just change our unit plan to being
more aligned with the grading criteria from the start.