Digging Deeper Into the 5 th Grade Performance Assessment

1. Digging Deeper Into the 5th Grade Performance Assessment R. Veon, Education Coordinator

2. 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 transition11:30-12:00 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. Veon12-1 LunchMANDATORY 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

3. 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

4. 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

5. 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!

6. 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

7. 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.

8. More info at… • www.igniteart.weebly.com • http://igniteart.weebly.com/aps-fine-and-performing-arts-assessment-page.html

9. 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

10. 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

11. 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?

12. Can the relationships between the major shapes be visually read as a portrait? Does it reflect an understanding Of the task? Although it can be Read as a “portrait” figure, It does not show 2 different Emotions (see Question 3)

14. Does it only use one set of complimentary colors?

15. Does it show two different emotions?

16. Which demonstrates BOTH an understanding Of the task AND synthesis of several variables? Do any demonstrate use of all variables in Achieving the task?

17. Does it have tints and shades?

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

19. Exemplars from Ontario Level One Level Two Level Three Level Four

20. 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”

21. 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!

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

23. Must explicitly teach Creative thinking and Idea generation process And why it is important

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

25. Top: Understanding of task, Experimentation, but little verbal Elaboration—some idiosyncratic phrases Bottom: Emerging understanding of task, Little experimentation, little elaboration

26. 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

27. Written Reflections • Assessment and Reflection • Explains the connection between the colors used in the portrait and emotions/ideas related to personal experiences

28. 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”

29. 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

30. 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)

31. 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

32. 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…)

33. Your turn