Katelin Mills

EDUC 450
Data Analysis Protocol
Fall 2017

Subject Area: Art

Class: Design Foundations
Grade Level: 9th and 10th
Teacher Evaluator: Craig Moyer

A. Reaching Consensus about Proficiency

1. Lists standards or curriculum expectation as well as discusses the following:
based on the Learning Target, and Success Criteria, describe what the students
were expected to do?
Content Standard(s) addressed by this lesson:
1.1 Visual art has inherent characteristics and expressive features
2.1 Reflective strategies are used to understand the creative process
3.2 Assess and produce art with various materials and methods

Evidence Outcomes:
Learning Target: I can: Effectively use the alternative glaze technique on my low relief
tile.
Success Criteria: This means: I will use paint or colored pencils and the scumbling
technique in a way that adds value to my tile.

In this lesson, students were expected to apply color to their tiles via an alternative glaze
technique using acrylic paint and colored pencils.
2. Describe what you would consider to be a proficient response on this assessment?
Exactly what would students need to say, write, or perform for you to consider
their work proficient?
A tile that exhibits a met objective will have the following characteristics: Tile is
completely covered (sides too) with watered down acrylic paint. Either acrylic paint
and/or colored pencil used to achieve scumbling technique. Application of color is
highly effective via inherent characteristics and expressive features.

B. Diagnosing Student Strengths and Needs

1. All students are accounted for, and are listed in one of the columns (ie objective
met, objectives partially met, objective not met)

What I was looking for and which students fell into which categories:
HIGH EXPECTED LOW
Objective Met Objective Partially Met Objective Not Met
Tile is completely covered Tile is somewhat covered Tile is partially (or not)
(sides too) with watered with watered down acrylic covered with watered down
down acrylic paint. Either paint. Either acrylic paint acrylic paint. Acrylic paint
acrylic paint and/or colored and/or colored pencil used and/or colored pencil dont
pencil used to achieve to achieve scumbling demonstrate scumbling
scumbling technique. technique. Application of technique. Application of
Application of color is color is somewhat effective color is ineffective.
highly effective via inherent via inherent characteristics
characteristics and and expressive features.
expressive features.
Abe Alvaro Alexia
Noe Jordi Brittiania
Manuel Caleb Peyton
Dylan Ellia River
Mariana Macy Esme
Miranda Andrea Bryan M.
Moranda Bryan R. Jordan
Charlie Diamond
Jazlyn Brooke
Larissa Angel
Yesenia Milo W.
Christian
Milo T.
Leah

44% of class 34% of class 22% of class

C. Identifying Instructional Next Steps

1. Choose 3 focus areas for improvement. In other words, what skill(s) will you
need to teach/re-teach for the students in each column? Include your rationale.
HIGH EXPECTED LOW
Objective Met Objective Partially Met Objective Not Met

1. Review inherent 1. Review inherent 1. Remind students that

characteristics and characteristics and they can begin with their
expressive features expressive features tester tile before moving
(a.k.a. elements and (a.k.a. elements and onto their final tile---
principles of design.)--- principles of design.)--- many students either fell
Not all students were as Not all students were as behind schedule for this
effective as they could effective as they could project or were too
have been in applying have been in applying anxious about the
color. color. alternative glaze process
2. Teach pros/cons of 2. Review how to paint the and put it off/tried to find
straying from black entire tile (sides too!)--- ways around it. Working
watered down acrylic this is simply a quality on tester tiles is a quick
paint---Some students control thing and could and easy way to work
used different colored easily bump students up through anxiety of a new
acrylic paint. This can 3. Review how to find process before moving
be effective at times but I paint/water ratio for base on to the final draft.
need to teach how this layer of tile---students 2. Remind students that
 affects the scumbling
component.
3. Review scumbling
technique and remind
students that the quality
of the relief sculpture in
their tile affects this---
Some students didnt
have enough texture in
their tile to begin with to
achieve a successful
scumbling technique
4. What Instructional Strategies will you use to teach the skills you have identified
and why?
HIGH
Objective Met Objective Partially Met
Guided and individual
practice
Group work-grows and
glows (sticky notes)
either watered it down they can simply paint
too much to where it was over designs they dont
transparent like like---alleviate anxiety
watercolor or they were about getting started
too this with it and their 3. Review how to paint the
scumbling technique entire tile (sides too!)---
then wasnt able to be as this is simply a quality
successful. control thing and could
easily bump students up
EXPECTED LOW
Objective Not Met
Guided practice Guided practice
Turn and talk-grows and I do, We do, You do
glows Gradual release
Exit ticket