Tiffany Trotter

December 1, 2015
Teacher Work Sample
Data Analysis
Subject Area: Art
Grade Level: 11
Formative or Performance Task: Worksheet
Section A: Reaching Consensus about Proficiency
What are students expected to do?
In this assessment students are expected to thoughtfully complete a
given worksheet. Part one of the worksheet prompts student to
observe, identify, describe and infer artistic intent from a given
artwork. Part two prompts students to make connections between
historical artwork and artwork in their community by identifying
important community elements then describing and sketching an
original artwork for their community. Students are expected to fully
and thoughtfully answer all questions, justify their reasoning and
incorporate color and detail into their original sketch.
Which standards or curriculum expectations are being assessed?
Standards for the Visual Arts (Colorado)
o Observe and Learn to Comprehend
Historical and cultural context and found in visual art (GLE
2)
o Envision and Critique to Reflect
Interpretation is a means for understanding and evaluating
works of art (GLE 3)
o Invent and discover to Create
Assess and produce art with various materials and
methods (GLE 2)
o Relate and connect to Transfer
Communication through advanced visual methods is a
necessary skill in everyday life (GLE 2)
What do you consider a proficient response on this assessment?
Exactly what do students need to say or write for you to consider their
work proficient?
A proficient response is giving thoughtful and complete answers to
most questions along with a complete sketch. This means that

students gave a thorough description of the artwork and justified their

interpretation of artistic intent by stating evidence found in the
artwork. Proficient students also listed multiple important elements
from their community and incorporated those elements into their
original sketch using materials available to them, to show color and
detail.
Did the assessment give students a good opportunity to demonstrate
what they know?
This assessment gave students a good opportunity to demonstrate
their learning by incorporating various types of questions. Some
questions asked students utilize an artwork to answer, while other
questions asked student to reflect on their own experiences in their
community to make connections. Finally students were asked to create
and describe an artwork that also demonstrated their understanding.
Further, giving this assessment at the end of a class discussion and the
opportunity to work in groups gave students a good opportunity to
demonstrate their knowledge. Students first participated in a class
activity and discussion on the content of the assessment allowing
students the opportunity to cement their understanding and ask
questions immediately before completing the worksheet. And during
the assessment students were allowed to work in groups and
encouraged to collaborate giving them to opportunity to work through
any problems with their peers.
Section B: Diagnosing Student Strengths and Needs
HIGH: 57%
Given class discussion, students will be able to identify and transfer
concepts of art from the Great Depression into a contemporary
context.
Given class discussion, students will be able to analyze art from the
Great Depression and defend their reasoning.
Given class discussion, students will be able to create a drawing that
utilizes color and detail by completing the worksheet.
EXPECTED: 29%
Given class discussion, students will be able to identify and transfer
concepts of art from the Great Depression into a contemporary context
by completing the worksheet.

Given class discussion, students will be able to create a drawing that

utilizes color and detail by completing the worksheet.
LOW: 14%
Given class discussion, students will be able to analyze art from the
Great Depression and defend their reasoning through a class
critique/discussion.
Section C: Prerequisite Knowledge
HIGH:
Students in the high category demonstrated knowledge of how to
provide a thoughtful observation and use historical evidence to support
their opinion. Students also demonstrated knowledge of important
community elements and how to incorporate them into their drawing.
EXPECTED:
Students in the middle category demonstrated developing
understanding of living conditions during the Great Depression.
Students also demonstrated knowledge of important community
elements and how to incorporate them into their drawing.
LOW:
Students demonstrated knowledge of important elements in their
community and some knowledge of the living conditions during the
Great Depression.
Section D: Misconceptions
HIGH:
Students in the high category demonstrated few misconceptions.
Students in this category used knowledge of the Great Depression to
justify their opinion but still struggled to use elements from the artwork
as support.
EXPECTED:
Students in the expected category struggled to give a complete
observation of the work however, they demonstrating a developing
understanding of conditions in the Great Depression allowing them to

justify their opinions and make connections to artistic intent. Students

identified important community elements and incorporating them into
their drawing to create a complete sketch.
LOW:
Students in the low category struggled to fully examine the artwork
and make connections to artistic intent. Students demonstrated only
basic observation of the work and little connection to artistic decisionmaking. Students also struggled to utilize knowledge of the Great
Depression as evidence to justify their opinion rather they simply
stated their opinion with no support. Students also struggled to
incorporate important community elements into their drawing and
therefore did not create a complete sketch.
Section E: Identifying Instructional Next Steps
What patterns or trends are noted for the whole class?
The entire class needs more instruction and practice thoughtfully and
completely observing and describing an artwork. While the high
students did this pretty well the entire class needs further
improvement. All students were able to identify important elements in
their community and to some degree incorporate them into their
drawing but they need further development on how to make
connections to what they know and new material and how to use their
knowledge to draw and justify conclusions.
What instructional strategies will be beneficial for the whole class?
I think that more group activities, like the one that we began class
with, would be beneficial. Activities where students are able to work
together to observe an artwork and explain what they think about it
would be helpful. In addition pair activities would allow students to
more comfortably give their opinions rather than justifying their ideas
to the whole class. In regards, to making connections I think more
written assignments/worksheets would be helpful. There is a disparity
between students ability to make connections during discussion and
what they write down and so having more opportunities to do both in
the same class period would be helpful.
Based on the teams diagnosis of student responses, what instructional
strategies will students at each level benefit from?
HIGH:

Students in the high category would benefit from individual written/oral

feedback. These students demonstrate an understanding of the
content and met the objectives and so specific feedback on
questions/areas where they could be more specific would be beneficial.
EXPECTED:
Students in the expected category would benefit from more class
discussions/activities and more opportunity to practice the skills we are
developing. Students in this category met most of the objectives and
so going through everything again more specifically and doing
activities will help address the few areas where they struggle.
LOW:
Students in the low category would benefit from small/group
instruction. These students are struggling to meet the objectives and
so specific instruction to identify and address their areas of struggle
and work through them, as a small group, would be beneficial. Also,
these students would benefit from more variation in how they
demonstrate their knowledge to allow them various entry points to the
content.