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

ScoringAdvanced
Criteria
4

Proficient

Partially
Proficient

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

1
212

Calla Urban
Assessment Tools
Unit Per and Post Assessment Instrument:
The above rubric was used for both our pre and post assessment
to assess our Polaris students. This instrument was an identical
assessment, which means we used the exact same rubric to assess
them at the beginning of the semester as well as the end semester.
This assessment is very related to the 4 standards, 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.
Assessment Tools:
In our 3 main lessons this semester we utilized multiple forms of
assessment. For student centered assessment we used rubrics and a
check plus, check, and check minus grading scale. For teacher
centered assessments we used the completed projects to determine
understanding and competency. We also utilized group discussions
and exit tickets reflective responses and skits and visual guides.
Programmatic Assessment:
The final show was a successful compilation of all of the students
work from this semester. The show included their three main projects
and had them shown as a whole group to highlight the idea that they
created community environments. All three piece worked together
really well and related back to the main themes highlighted in the
newsletter: 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.

(The full newsletter is at the end of this document)