Data Analysis

Pre and Post-Assessment:

Explanation of Assessment Grading Criteria and Scoring:

For the pre-assessment and post-assessment tools, a scoring rubric was used with the
following criteria: planning and ideation, creation and exploration, and reflection and
connection. The pre-assessment and post-assessment are identical, to show growth for
the specific criteria. Please address the rubric for specific explanation of criteria.
Standards, Objectives, & GLEs
1. Observe and Learn to Comprehend
1. GLE: The identification of characteristics and expressive features in works of art and design
help to determine artistic intent.
2.GLE: Characteristics and expressive features of art and design are used to identify and discuss
works of art.
Connection: Students used sketchbooks, ideation, and group discussions to communicate and
express ideas in a complex and inventive way. Students explored different ideation techniques to
facilitate the students in making connections between their personal lives and their artwork.

2. Envision and Critique to Reflect

1. GLE: Artists, viewers, and use the language of art to respond to their own art and the art of
others. 2.GLE: Artists, viewers, and patrons make connections among the characteristics,
expressive features, and purposes of art and design.
Connection: Students used group discussion, in-class discussion, and one-on-one individualized
discussion to analyze, evaluate, and connect, using the language of art.
3. Invent and Discover to Create
1. GLE: Use familiar symbols to identify and demonstrate characteristics and expressive features
of art and design.
2.GLE: Demonstrate basic studio skills.
Connection: Students explored different techniques and processes along with a wide variety of
materials. The students demonstrated their creative thinking skills and art making skills to visually
depict what they were thinking.
4. Relate and Connect to Transfer
1. GLE: Works of art connect individual ideas to make meaning.
2. GLE: Visual arts respond to human experience by relating art to the community, historical, and
cultural events.
Connection: Either at the beginning or end of each class period, discussions were led to talk
about reasoning behind artistic decisions. Here, students discussed their explanation and
personal connections either with classmates or teachers. each lesson of the unit connected and
transferred to the next.

Additional Assessment Tools:

Blog: Throughout each lesson, documentation of student learning was recorded and
posted on a blog weekly. Here, interviews, photos, and videos are provided with
students discussing their art making process and artistic decisions. Through the use of
the blog, documentation and student learning was easily available to access and review.
By reviewing the days, progress and growth can be tracked throughout the semester.

Pre and Post- Assessment Results:

FIGURE 1. This graph shows the data analysis of the pre-assessment and the postassessment results from Tamaras 2/3 grade class. The blue bar addresses the preassessment and the red bar addresses the post-assessment. As evident above, many of
the students began at the average level for the class and improved drastically. This
assessment of each individual student shows that even though two students stayed at
the same developmental placement for the entire semester, the rest of the students in
the class improved if not a little than a drastic amount from my art lessons. The growth
shown was analyzed based off of the following criteria: planning & ideation, creation &
exploration, Reflection & connection, and average overall.

FIGURE 2. This graph specifically addresses the criteria used to analyze Tamaras 2/3
students growth. The blue bar addresses the data results from the pre-assessment and
the red bar addresses the class results from the post-assessment, after art lessons and
instruction. The majority of the students all began at the average level for creating,
scoring a 2/4, falling in the developing category. At the end of the semester, each of the
criterion averages developed and demonstrated positive growth, placing the student
post-assessment results between 2.5-3/4, identifying the students at proficient. This
assessment shows that even though students may not have improved in every single
criterion, they all improved in at least one category, exhibiting the positive growth and
learning from my art lessons.

Discussion of Pre and Post-Assessment Results

According to the pre and post-assessment data, the students performed at the highest
degree when it came to the creativity and exploration criteria. At the end of many
lessons, teachers would lead a group discussion or small group discussions where the
students would talk about their creation process. This allowed us to see where they were
at in creating their artwork and also what artistic decisions they were making.

Student 1
Student 1 began at the average level of the class when creating. This student started
creating art without making connections to the world around him. This student improved
on analyzing his final art projects, including discussing his artistic decisions and the
discussion of his classmates art and decisions.

Student 2
This students cognitive abilities are relatively the same and have not drastically changed
throughout the semester. This student is confident in discussing his work but does not
dig deeper or establish strong connections with others around him. This student works
best with loose-ended projects that he can work on by himself.
Student 3
This student drastically improved in reflections and critiques. The student started by
minimally participating in any sort of discussion and the student is now at the level where
she is excitingly raising her hand for every opportunity to speak. She has remained
engaged throughout the entire time and has developed cognitively when it comes to
reflecting and making personal connections with art.
Student 4
Student 4 began learning at the average level according to the class data. Through
ideation, planning, and techniques and processes, this student improved cognitively by
allowing an expansion and exploration of ideas. His art projects went from developing to
advanced/proficient, ultimately excelling on the final building project. This student takes
initiative to explore with new materials and ways of creating art.
Student 5
This student has been very creative when it comes to ideation since day one. The
student prefers to plan as he goes but always has strong ideas behind his artistic
decision-making. This student discusses his ideas often and tends to improve and work
more efficiently in groups, socializing with classmates.
Student 6
Student 6 is a shy student who loves to create art. She always participates fully and is
engaged in each lesson. This student succeeds at connecting her personal life to our
given art projects; student 6 connects with her art and the art around her. This student
improved in planning her artwork and utilizes expression over exploration of materials.
Student 7
Throughout the semester, student 7 demonstrated gradual growth in planning, ideation,
and also reflection. This student does a great job of discussing his artistic ideas and
decisions with his classmates during work time and in group discussion. This student
improved on engagement in art activities when the teachers incorporate his favorite
hobbies into art.
Student 8
This student enjoys exploring materials and does not tend to step outside of her comfort
zone. When creating art, she sticks to the familiar and practices becoming an expert with
specific techniques.

Student 9
Student 9 is able to stretch and explore without assistance. He thinks of original ideas for
his artwork and participates in praxis fully, coming up with many ideas along the way.
This student is now willing to explore with all materials as opposed to just a select few.
Student 10
This student performs at the highest level when it comes to envisioning, ideation, and
planning. This student is very good at envisioning what she wants to create and she is
always fully engaged and persistent throughout each lesson. Her plans for her art
projects have evolved to have complete detail before she begins executing her artwork.
She has a strong interest in arts and crafts and falls at the higher end of the class
spectrum when it comes to conceptualizing creative and unique ideas.
Student 11
This student excels in the class when it comes to art-making and the use of techniques
and processes. This student improved in group work and also the reflection process. He
is now advanced when it comes to discussing his artistic decisions and he also enjoys
being an artistic problem solver.
Student 12
This student has developed in listening skills, creativity, and also engagement in
lessons. This student discovered ways to create art incorporating his favorite hobbies
and interests, ultimately making the student more engaged and involved.
Student 13
This student is always engaged in each lesson but does not like to have a structured
plan. She works much more efficiently and creatively if there are not specific strict
guidelines per assignment. This student develops and succeeds in the ideation category,
coming up with unique connections for each project.
Student 14
Student 14 is best at reflecting, critiquing, and discussing his artwork. He is always
eager to share all of his ideas and decisions with the class, and he fully plans out all of
his art ideas. This student has shown a gradual step of growth when it comes to
planning and also staying engaged for the entirety of each art lesson.
Student 15
This student has positively developed when it comes to expression, reflection, and also
using techniques and processes. This student incorporates the most detail when it
comes to reflecting on her artwork versus other classmates artwork. Each detail has a
personal connection and reason that she is willing to share with others. This student
succeeds at connecting her artwork to her other classmates.

Student 16
This student was advanced at creating and exploring at the beginning of this art class
and has further developed when it comes to connecting to his artwork personally. This
student is advanced when it comes to creating and reflecting on his work through
individual and group discussion. This student is very good at working alone and working
with others.
Student 17
This student has increased his knowledge of techniques and processes, and has begun
to push himself when it comes to materials. This student creates original ideas and is
engaged in each art-making lesson, succeeded mainly in ideation with original concepts.
Student 18
Student 18 tends to work quickly and move on to other things as soon as he can. He
enjoys being creative and expressing, often interpreting many projects like exercises.
This student completes all tasks in his own personal way, representing his creative side.
This student has developed cognitively to place him at the class average level,
understanding why people create art.

Strengths and Weaknesses of Assessment Plan:

In the beginning, some of the pre-assessments we used were not valid in our lesson
plans. This was due to our lack of knowledge about pre and post-assessments. The
teachers went back in to the lesson plans and changed them to now work but it would
have been more efficient if they were accurate from the start. If I were to change
anything about the pre and post-assessments, I would have them be identical just like
the pre and post-assessment we used for our unit assessment. This way each lesson
would be graded under the same criteria and data would be stronger to analyze.
Contrasting that, the way we incorporated a variety of pre and post-assessments worked
really well for the different types of learners. Some did better and some did worse for
each assessment, which shows how every student interprets and learns differently.