Standard 5A: Aligns classroom assessment with instruction.
Title: Project Rubric
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Reflection: After students complete a project, they assess themselves with the following rubric. The corresponding descriptions for each artistic behavior and number are up on my website. Students read through the descriptions and then rate themselves with a 1, 2, 3, or 4. Then I go through and rate the students with my assessment of their skills. To get the final score for their project, I average the 8 scores together to get their final score and use the table at the bottom to convert it to a percentage. I emphasize to students that the importance of the project is not whether their artwork is good or bad, but what thinking and creativity came out of it. Because I assess the artistic behaviors rather than the success of their final product, I am grading students on what is the most valuable thing for them to learn.
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Standard 5B: Communicates Assessment Criteria and Standards to Students and Parents
Title: Artistic Behavior Rubrics Webpage
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Reflection: For each project that my high school students complete, they are graded on a standards-based scale for each of the eight artistic behaviors. These behaviors are based on the TAB model of arts education and adapted from the Artist Habits of Mind. Rather than grading the product that students create, I am evaluating their mastery of the artistic behaviors, using their product as evidence for some of them. This page on my website allows students and parents to easily access to view the artistic behaviors and see what criteria I am looking at for each one.
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Standard 5C: Understands and uses the results of multiple assessments to guide planning and instruction
Title: Student Blogs
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Reflection: This year I have been focusing on implementing strategies from the Teaching for Artistic Behavior (TAB) pedagogy. The focus of TAB is to enhance student's creative and critical thinking abilities by focusing on behaviors that real professional artists use, rather than focusing on the piece of art that they create. Through observing their work habits and focusing on student choice, the students are forced to think and express their own ideas, rather than following the steps of a teacher created product. To assess their work, I look at students' writing in their blogs, have conversations and conferences about student work, and observe them as they are working on their pieces to assess each artistic behavior.
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Standard 5D: Guides students in goal setting and assessing their own learning
Title: Project Rubric
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Reflection: After students complete a project, they assess themselves with the following rubric. The corresponding descriptions for each artistic behavior and number are up on my website. Students read through the descriptions and then rate themselves with a 1, 2, 3, or 4. Then I go through and rate the students with my assessment of their skills. To get the final score for their project, I average the 8 scores together to get their final score and use the table at the bottom to convert it to a percentage. I find that students are very honest with me and with themselves when they self-assess and it gives me another dimension to consider when I grade them. Often our grades are the same.
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Standard 5E: Provides substantive, timely, and constructive feedback to students and parents.
Title: Infinite Campus Gradebook
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Reflection: For each project that I grade students are giving a standards-based score of either 1, 2, 3, or 4. Each represents a certain level of mastery towards a skill with 4 being the highest. If a student shows evidence of mastery that is less than a 4, I give them feedback in Infinite Campus about what was missing for me to know that they have mastered that skill. Students then have the opportunity to redo the assignment or keep working on the skill to be reassessed and increased their skill rating.
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Standard 5F: Works with other staff and building and district leadership in analysis of student progress.
Title: PLC Collaboration Log
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Reflection: Last year, I was placed with the other Fine Arts teachers in the building for PLC. We talked about incorporating writing and literacy and monitored our student's scores for English and reading on their MAP tests and Iowa Assessments. We also discussed strategies for students to work with peers to give each other feedback and assess their own learning.
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