Evidence Collection #2Self-Portraits
Grade: 3rd Domain: Perform Type: Differentiated Sample
Exemplar
Considerations In this evidence collection, I am showing perform. I chose work from all of 3rd grade. I
see each of the four 3rd grade classes once a week for 45 minutes. I teach in an I-zone
school where the majority of the student population is economically marginalized.
There is a total of 81 3rd grade students with 49 girls and 32 boys. Of the 81 students,
the pre-assessment showed 52 emerging students, 17 proficient students, and 12
advanced students. 21 students in the emerging group have learning disabilities, as well
as 4 students (1 from the proficient group and 3 from the emerging group with special
needs) who are mainstreamed into the General Ed. classroom.
Exemplar
Lesson OverviewIn this lesson students learned about drawing
their faces. A pre-assessment was given before the
lesson where students were asked to draw a self
portrait of themselves. They were instructed to
use a mirror, a pencil, and could add color.
During the lesson we looked at several artists’
self-portraits, learned about drawing facial
features, and how through the use of various
tools and techniques, such as varying line quality,
students could achieve a likeness of themselves as
well as highlight prominent facial features. There
was a mid-review and the post-assessment was
completed after the lesson. The time span of this
evidence collection was 8/22/16 - 2/17/17.
Objective
TLW demonstrate an understanding of
self-portraits through the practice of proper
placement of facial features and learn
various ways of using tools and techniques.
TLW will also enhance observation skills
that will be useful for self-reflection and
inquiry in the form of a written assessment.
Exemplar
Emerging Student Pre-Assessment Mid-Review Post-Assessment
Rationale: The emerging artist lacks the understanding of what a self- portrait is in the pre-assessment but attempts to show higher level thinking by drawing a picture of herself. The growth is evident because the emerging student places features in locations accurate to the lesson that was taught and understands the definition of a self-portrait. Although the eyes and nose are still too high, the emerging student has moved three levels in growth when comparing her written assessment to each point of time.
Exemplar
Student’s Analysis and
Reflection of Growth
3 things I learned: I have learned that a
self-portrait is about your face because
it is the focal point of the picture not
the body. Don’t worry about the body.
I have also learned that it’s okay not to
know how to do something, but it’s
not okay to try because you never
know until you try and do your best.
2 things I like about my art: I like that
my finished work looks more like me
now. I like that I can draw like an artist
now and I can see things like an artist
like my nose is not a real shape but has
nostrils and a bridge.
1 thing I would change or do
differently: I would bring my eyes
down because my teacher said they
still to high but I did learn how to
draw them better.
Exemplar
Proficient Student Pre-Assessment Mid-Review Post-Assessment
Rationale: The proficient student demonstrates some developmentally appropriate evidence in knowing that a self-portrait is a drawing of one’s self but lacks the confidence in placing features in proper places. The eyes and eyebrows are placed on the forehead and the lips are places on the chin.This student moves 2.5 levels in growth because she moves through each point of time (executing with more confidence) proper placement of features and with intended use of tools, possessing a controlled understanding of material.
Exemplar
Student’s Analysis and
Reflection of Growth
3 Things I learned: My head is more
than just an oval. My eyes are
slant-shaped, not really round like a
golf ball. I learned about Mona Lisa
and Picasso and Van Go.
2 Things I like about my art: I like
how I worked on my hair because at
first I wanted to draw every string of
hair but then I just focus on the
shapes that I see.
1 thing I would change or do
differently: I would use more oil
pastels because I like how it looks on
my shirt.
Exemplar
Advanced Student Pre-Assessment Mid-Review Post-Assessment
Rationale: The advanced student’s pre-assessment is independent with developmentally appropriate evidence of drawing skill; he is clearly an advanced student, however he centralized features very close and the eyes were spread apart too far. The post-assessment has a range of abilities with technique and the self-portrait demonstrates the intended use of tools, where by the third point in time, he is able to evaluate features and introduce shadow to define features. He also applies line density (as mentioned in his written assessment) where he knows shadow hits his face.
Exemplar
Student’s Analysis and
Reflection of Growth
3 things I learned: I learned how to
shade with a pencil. I learned to draw
light until I get it right because your
eraser can help you with your mistakes.
I learned about light source like the sun
and lamps and the shadow can hit your
face and make you see your features
more better.
2 things I like about my art: I like how
you can use your fingers when you
shade. I like my final piece because it is
looking more like me.
1 thing I would change or do differently:
I have to keep remembering that I have
to push myself to get better and don’t
get mad when I mess up and try my best
even if I don’t like it at first.
Exemplar
Teacher’s Overall Analysis and Reflection of Growth Significant growth is captured over three points in time. Marked, exceptional and
masterful growth is clearly demonstrated in their work. The students applied what
they learned from our study of various artists’ portraits, while transitioning into using
media in ways to help enhance certain facial features. In the form of a critique,
students reflected on their work as they considered 3 things that they learned, 2 things
that they liked about their work, and 1 thing that they would change or do differently.
The written assessment captures metacognition, where the students realize their
mistakes and aim to do better. They even found themselves using phrases that I would
use throughout the lesson to scaffold instruction that was used in their self-reflections
as well.
Exemplar