The assessment plan developed for this assignment is based on curriculum for a high school art class. The class is an introductory level and covers the elements and principles of design in art. Students are required to seminar artworks created by their classmates as well as renowned artists. Critiquing works of art requires a student to understand technical construction, composition, medium, and the terminology used to describe elements and principles that apply to these works. The assessment designed for measuring the learning outcome for this particular area of the class consists of a written paper and an oral presentation.
To begin the process of developing the learning assessment, the learning outcome was chosen. A decision was made regarding the goal of this particular area of understanding for the student. The question of what the student was to learn was posed and answered. Construction of the learning outcome began with the action verbs required to produce the specific result (Kubiszyn, 2009). A performance assessment was created as an observable and directly measurable outcome based on a learning rubric using a numbered rating system. The outcome is based on students demonstrating understanding. As understanding is considered an unobservable learning outcome, the assessment had to provide a way for students to demonstrate understanding in a measurable way (Kubiszyn, 2009). Performance assessment was chosen as the most fitting method to measure student mastery because it allows the rater to “observe achievements, mental habits, ways of working, and behaviors of value in the real world that conventional tests may miss” (Kubiszyn, 2009, p. 186). In addition, this method of assessment will allow observation of students’ skills as they relate to acquisition of information, organization, and use of that information (Kubiszyn, 2009).
In order to determine whether students met the learning objective on the assessment, a rating system was developed that would allow “two or more individuals to agree that a student has or has not displayed the learning outcome in question” (Kubiszyn, 2009, p. 110). By assigning numbers to specific levels of performance the scores could be easily determined. Table 1 demonstrates four levels of achievement for the overall assessment and provides a key to the scores regarding conversion to a numerical grade. Table 2 provides the same information for a specific area to be assessed. Both tables list specific behaviors and conditions to be met to obtain levels of mastery (Kubiszyn, 2009).
Table 1 - Grading Rubric for Art I
| Criteria | Advanced (4) | Proficient (3) | Basic (2) | Poor (1) |
| Technical Competency Create and art project in your choice of media reflecting the use of negative space in design. | Student demonstrates an advanced degree of competency of technical execution appropriate to the chosen art project. | Student demonstrates a proficient degree of competency of technical execution appropriate to the chosen art project. | Student demonstrates a basic degree of competency of technical execution appropriate to the chosen art project. | Student demonstrates a lack of competency of technical execution appropriate to the chosen art project. |
| Understanding Write and present a paper on a work of art by the artist of your choice. The paper must include a description of the artist’s application of elements and principles of design in the work. | In oral presentations and written papers, student demonstrates an advanced under-standing of the aesthetic components of design in art. Student responded to all class questions. | In oral presentations and written papers, student demonstrates a proficient under-standing of the aesthetic components of design in art. Student responded to most class questions. | In oral presentations and written papers, student demonstrates a basic under-standing of the aesthetic components of design in art. Student responded to some class questions. | In oral presentations and written papers, student demonstrates a lack of understanding of the aesthetic components of design in art. Student responded to no class questions. |
| Critical Thinking Compare and contrast the use of line in Azoulay’s “Tiger” and Van Gogh’s “Reaper” in group seminar. | Student demonstrates in artist statements and group critiques an advanced awareness of the elements and principles of design in art, and can critically assess personal work and that of others. | Student demonstrates in artist statements and group critiques a proficient awareness of the elements and principles of design in art, and can critically assess personal work and that of others. | Student demonstrates in artist statements and group critiques a basic awareness of the elements and principles of design in art, and can critically assess personal work and that of others. | Student demonstrates in artist statements and group critiques a lack of awareness of the elements and principles of design in art, and can critically assess personal work and that of others. |
| Art making Create a work of art applying the 6 elements and 6 principles of design. Write a statement explain-in the applications. This work may involve a variety of strategies including possible combinations of traditional and non-traditional media and text. | Student makes works of art that reflect an advanced synthesis of competent technical execution, written understanding and critical thinking appropriate to the application of the 6 elements and 6 principles of design. | Student makes works of art that reflect a proficient synthesis of competent technical execution, written understanding and critical thinking appropriate to the application of the 6 elements and 6 principles of design. | Student makes works of art that reflect a basic synthesis of competent technical execution, written understanding and critical thinking appropriate to the application of the 6 elements and 6 principles of design. | Student makes works of art that reflect a lack of synthesis of competent technical execution, written understanding and critical thinking appropriate to the application of the 6 elements and 6 principles of design. |
Scoring Key: 4=100 3=85 2=70 1=60
Table 2 - Assessment Rubric for Written/Oral Presentation
| Criteria | Advanced (4) | Proficient (3) | Basic (2) | Poor (1) |
| Understanding Write and present a paper on a work of art by the artist of your choice. Paper must include a description and summary of the artist’s application of elements and principles of design in the work. Length of 2 pages excluding references. Present and respond to class comments and questions. | Using correct terminology, student described orally and in written form artist’s application of all 6 elements and all 6 principles of design in the work. Paper 2 or more pages. Presented and responded to all class comments and questions. | Using correct terminology, student described orally and in written form artist’s application of at least 4 elements and 4 principles of design in the work. Paper 2 or more pages. Presented and responded to most class comments and questions. | Using correct terminology, student described orally and in written form artist’s application of at least 3 elements and 3 principles of design in the work. Paper 2 pages. Presented and responded to some class comments and questions. | Using correct terminology, student described orally and in written form artist’s application of fewer than 3 elements and 3 principles of design in the work. Paper less than 2 pages. Presented and failed to respond to class comments and questions. |
Scoring Key: 4=100 3=85 2=70 1=60
| In the Table 3, the purpose of the assessment has been listed as well as the learning outcomes desired and the learning activities included in instruction to lead to the desired outcomes. The purpose, learning outcome, and activity are aligned with one another and clearly stated. This provides an accurate foundation for the assessment. Table 3 | |
| Purpose: | To measure student understanding of elements and principles of design in art. |
| Learning Outcome: | Student has an understanding of the aesthetic components of the elements and principles of design in art. |
| Learning Activities: | Student will study each of the 6 elements and principles of design. Vocabulary list will follow the study of each element to familiarize student with terms. Seminar of art work will demonstrate application of elements and principles. Application of terms reinforced through class discussion. |
The rating scale was chosen for the performance assessment in order to “indicate(s) how well the behavior is to be performed” (Kubiszyn, 2009, p. 113). By specifying the level of mastery to match a numerical scale an accurate assessment will result. The conditions listed for the performance of the task are aligned with the desired learning outcome and the learning activities are designed to produce those outcomes. This ensures the validity of the assessment and increases the reliability of the scores (Kubiszyn, 2009).
Bloom’s taxonomy is addressed in the acquisition of knowledge through the learning activities. The student is required to study and remember characteristics of artistic elements and principles and vocabulary. Comprehension occurs as the student explains how the artist used the elements and principles in their work. Application can be demonstrated through the student use of vocabulary terms to demonstrate acquired knowledge. The analysis level of the taxonomy is evident in the students’ analysis of the artwork and their pointing out of the elements and principles in the piece. Synthesis of the learning outcome is provided in the students’ written and verbal summary and categorization of the different elements and principles as applied by the artist. The stage of evaluation is applied in the students’ evaluation of the art piece regarding use of the elements and principles and how they were successfully applied by the artist.
According to chapter six of the text, writing clear and concise learning outcomes with specified conditions or behaviors, matching those outcomes to learning activities and assessments that measure specific performance levels to indicate mastery, produces a valid and reliable test (Kubiszyn, 2009). This assessment has met those conditions.
