Digging Deeper Into the 5th Grade Performance AssessmentR. Veon,Education Coordinator

Agenda• 8-9 General announcements; Whole group VTS training (some teachers have not received VTS training;

there will be advanced content included for those who have) ; VTS pre/post tests• *Possible DST overview for afternoon session*

9-10:15 Digging into the 5th grade Art Assessment; large group rating of performance assessments•

10:15-11:15 Self-selected small group breakouts: Art Fair (Francine Stowe Sinkler), Special Projects Follow Up (Phil Alexander Cox), Culminating Projects and Curriculum Feedback/Work Groups*

• • 11:15-11:30 Break and transition

11:30-12:00 Results of the 2010 Pilot Music and Art 5th Grade Assessments (K-8 art and K-5 music teachers); Preview of 2010-2011 5th, 8th, and HS Assessments/R. Veon

12-1 Lunch

MANDATORY 1-3:30 Break out sessions: Digital Storytelling (DST) and Studio Habits of Mind (SHOM) Assessment

•1-2:10 Group 1: DST Group 2: SHOM

• 2:15-3:30 Group 1: SHOM Group 2: DST• • Dismissal

Reminders• Visual-verbal sketchbooks• VTS Pre-test?• When pre/post tests are due and who grades• November 2nd: Creativity and Postmodern Principles• Take notes as we proceed; you will want to refer to them in a

few minutes

Why do we have these books?

• Studio Thinking: Studio Habits of Mind Framework (Harvard’s Project Zero) as Categories of Authentic Assessment• This afternoon• Demonstration/Lecture• Students at Work

• Individualizing instruction• Questioning strategies• Incorporating into 26 Best Practices for VA document• Constantly interacting; no hands off “teaching”; constantly push

intellectual , expressive and aesthetic boundaries• Critiques

Why do we have these books?

• Molly Bang: Picture This• Great way of learning E&P via Story (Pink)• Remember: no more than 30% direct instruction of E&P• Always teaching to an expressive, creative, and meaning-making

end• A strong art program does not have students reconstruct and

regurgitate; it has them make knowledge by developing and empowering their own voices.

• 99 Ways To Tell A Story• Middle School Performance Assessment: A metaphorical visual

narrative• Digital Storytelling or Story Board—THIS SPRING!

Arts Assessments• We aren’t just going to talk about developing 21st Century

Skills; we’re going to do it and measure it.• To our knowledge: No other urban district, and few districts of

any kind, are attempting this type of global, authentic assessment

• CA district has already called• Middle School• 8th Grade Online Assessment each quarter*• 8th Grade Performance Assessment each quarter*• I.e. each new set of 8th grade students you get• This is part of the curriculum

Conceptual Knowledge and Vocabulary

• Revised 5th Grade Assessment will be online• Will include some postmodern concepts• Will have a few more questions that are harder…but…• Will remain basically the same.

More info at…• www.igniteart.weebly.com• http://igniteart.weebly.com/aps-fine-and-performing-arts-assess

ment-page.html

Online Assessment: Data disagregated by…• By individual student• By class• By grade level (i.e. what cognitive, critical thinking, and

production/performance skills are being retained as students progress up the educational ladder, and which are being lost?)

• By gender• By school• By arts teacher (since some teachers have more than one school, we want to

see if there are patterns as they relate to a teacher who teaches in different settings)

• By student transience/mobility (# of years at one school vs. recent transfer from out of district vs. recent transfer within district)

• By frequency of exposure to arts experiences in and out of school and also by self-reported parental support of the arts

• By student self-reported motivation• By socio-economic level (free/reduced lunch)• By SRT

Who will see the data?

• Pilot: For our eyes only• Spring 2011: Principals receive scores

• Executive Directors, the ArtsAPS Evaluator, Cynthia and I will have higher level access to generate reports

Does the student understand the minimum requirements of the task?

• Can the relationships between the major shapes be visually read as a portrait?

• Does it only use one set of complimentary colors?• Does it show two different emotions?• Does it have tints and shades?

• Can the relationships between the major shapes be visually read as a portrait?

Does it reflect an understandingOf the task? Although it can be Read as a “portrait” figure,It does not show 2 differentEmotions (see Question 3)

• Does it only use one set of complimentary colors?

• Does it show two different emotions?

Which demonstrates BOTH an understandingOf the task AND synthesis of several variables?Do any demonstrate use of all variables inAchieving the task?

• Does it have tints and shades?

Tints and shades, but 2 emotions? 2 emotions and tints/shades

Level One Level Two Level Three Level Four

Exemplars from Ontario

Scoring Visual Production: 1’s and 2’s

• Meets all four criteria = At least a “2”• Meets 3-4 of the criteria = “1’ or “2”• Meets 2 or less = “1” or “0”

Scoring Visual Production: 3’s and 4’s

• The key question:• “Does the students use all or most of the variables to meet the

artistic challenge as evidenced by what we can SEE?”• Planning process (thumbnails and notes) and essay questions

offer other evidence of synthesis….we’ll get to that soon!

Meaning/Creative Thinking

• Thumbnail planning process—visual and verbal• Please see rubric• We must EXPLICITLY teach creative thinking (more Nov. 2nd)

Must explicitly teachCreative thinking andIdea generation processAnd why it is important

Top: Experimentation and notesBut understanding of task?B. Left: Understanding of task?Few notes.B. Right: Ditto

Top: Understanding of task, Experimentation, but little verbalElaboration—some idiosyncraticphrases

Bottom: Emerging understanding of task,Little experimentation, little elaboration

Written Reflections

• Contextual Understanding• Use of appropriate vocabulary and art terminology in relationship

to art history and visual culture exemplars• Use vocabulary accurately by using examples or references to art

history or their visual environment• We scored mostly on accuracy and elaboration of vocabulary

usage only

Written Reflections• Assessment and Reflection• Explains the connection between the colors used in the portrait

and emotions/ideas related to personal experiences

Written Reflections• Connections• To Art World (see initial story about gallery loaning its Picasso…),

including community of art viewers• If they discussed how a viewer would respond to their work in

any way, they received a “2”

In the future…• We might ask you to rate your class using the rubrics (Levels 1-

4) and then ask outside evaluators to assess your assessments

ArtsAPS and Student Assessment

• Performance Assessments and aspects of CK&V Assessments align with Gardener and Pink

• Disciplined Mind• Skill, artistic decision making, application to new challenge• Eventually there will be more than one assessment to assess how

students apply skills to unfamiliar task• Synthesizing Mind• Creating Mind (More on this in November)

The 5th Grade Assessment and Pink

• Relates Art World via a Story• Asks students to engage in Design• Asks students to generate and explore Meaning• Invites students to Play with visual ideas • Requires Empathy• Requires students to orchestrate their skills (Symphony) to

produce a synthesis

Looking forward….

• After you assess, your feedback will inform rubric construction• Uniform Power Point for Art History Exemplars• Written reflection will ask students to more explicitly discuss

their artistic decision making, to reflect on their thumbnails, the process of making, and the final piece beyond novice responses

• Will likely asks students to select one of several color schemes (complimentary, analogous…)

Your turn

A. Judge 1

Student Name:

MC CU P AR C

A. Judge 2

School:

MC CU P AR C

A. Judge 3 Grand Total:MC CU P AR C From Row D

M/CT _____ (add 2.5) Divided by # of Judges = _______CU _____ Divided by # of Judges = _______P _____ (add 2.5) Divided by # of Judges = _______AR _____ Divided by # of Judges = _______C _____ Divided by # of Judges = _______ Grand Percentage Total:

A. TOTALS

MC CU P AR C