Christian Snider

EDU 430
Unit Plan Written Analysis of Data

Pre Test Example:

Post Test Examples:

100% of my students met the proficiency standard based on the grade

represented by the averaged score from the three objectives. However, 33% of students
reached the lowest score within the proficiency rating on standard 2.2 testing them on
their technical drawing skills. I believe that this number is largely due to this being
students first time working with the charcoal medium; however, knowing the level of
student inexperience I should have provided more thorough instruction for students at the
beginning level. Students seemed to struggle with means in which to apply the concept of
value. Most students were scored lower because of the amount of flat value ranges
present in their artwork. In order to solve this problem for future students we will not
only make a charcoal value scale; but also, locate the values within a finished drawing
pointing out both positive and negative examples. When teaching this lesson I was
constantly providing feedback to students and formatively assessing their progress
through observation and conversation. Students who were not meeting objectives were
immediately redirected and shown proper techniques for their projects. We also had
weekly work goals and classroom critiques to keep students focused on the right track for
success on the project. Students who were advanced had extra opportunities to
experiment with the background of their piece. Some students turned it into a poster
advertisement, added complex shadows, or even cut out their art and mounted it onto
different paper. Students also received feedback appropriate to both their skill level and
the content standards.
In conducting this lesson I realized that the largest detriment to my students was
in my lack of clarity. Often times I would feel unsure of myself and would there for
provide the students with less information. It was in these times that the students

struggled more, due to the lack of instruction and information. Students grew positively
when I did not give them the solutions to their visual problems; but rather, gave them
possible solutions and had them find the fix that worked the best for them. This taught
ownership and reinforced critical thinking skills. I also learned that there is no such thing
as over planning. I had worried that I was over prepared, however each day I felt like I
needed more to go over with my students. Even the simple act of visualization really
helped me better prepare my lessons. I also learned how to best combine an analytical
rubric, and holistic rubric by having students write opinion reflections on an experimental
rubric that I designed. I think this would just be a smaller part of a bigger project. While
it was helpful for teaching drawing technique, the creative aspect was not there for my
students. In the future I would most likely have them spell a name out of meaningful
objects that represent the name.