Introduction - Office of Superintendent of Public ...



AssessmentOSPI-Developed PerformanceOffice of Superintendent of Public InstructionSeptember 2015 A Component of the Washington State Assessment SystemVisual ArtsThe ArtsEarth Day Grade 8Office of Superintendent of Public InstructionOld Capitol BuildingP.O. Box 47200Olympia, WA 98504-7200 For more information about the contents of this document, please contact:Anne Banks, The Arts Program SupervisorPhone: (360) 725-4966, TTY (360) 664-3631OSPI provides equal access to all programs and services without discrimination based on sex, race, creed, religion, color, national origin, age, honorably discharged veteran or military status, sexual orientation including gender expression or identity, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability.? Questions and complaints of alleged discrimination should be directed to the Equity and Civil Rights Director at (360) 725-6162 or P.O. Box 47200 Olympia, WA 98504-7200. This work is licensed as a Creative Commons Attribution Non-Commercial Share Alike product by the Washington Office of Superintendent of Public Instruction. For more information on this license, please visit of Contents TOC \o "1-3" \h \z \u Introduction PAGEREF _Toc426296919 \h iiOverview PAGEREF _Toc426296920 \h 1Test Administration: Expectations PAGEREF _Toc426296921 \h 1Description of the Performance Assessment PAGEREF _Toc426296922 \h 2Learning Standards PAGEREF _Toc426296923 \h 2Assessment Task PAGEREF _Toc426296924 \h 3Teacher’s Instructions to Students PAGEREF _Toc426296925 \h 3Accommodations PAGEREF _Toc426296926 \h 3Student’s Task PAGEREF _Toc426296927 \h 3Supporting Materials and Resources for Teachers PAGEREF _Toc426296928 \h 7Preparation for Administering the Assessment PAGEREF _Toc426296929 \h 7Recommendations for Time Management PAGEREF _Toc426296930 \h 9Glossary PAGEREF _Toc426296931 \h 10OSPI-Developed Performance Assessments for the ArtsIntroductionTo Washington educators who teach visual arts:Welcome to one of our OSPI-developed performance assessments and this implementation and scoring guide. This document is part of the Washington assessment system at the Office of Superintendent of Public Instruction (OSPI). The assessments have been developed by Washington State teachers and are designed to measure learning for selected components of the Washington State Learning Standards. They have been developed for students at the elementary and secondary levels. Teachers from across the state in small, medium, and large districts and in urban, suburban, and rural settings piloted these assessments in their classrooms. These assessments provide an opportunity for teachers to measure student skills; they can both help teachers determine if learning goals have been met, and influence how teachers organize their curricula. They also provide an opportunity for students to demonstrate the knowledge and skills they have gained.These assessments:Provide immediate information to teachers regarding how well their students have acquired the expected knowledge and skills in their subject rm future teaching practices.Provide resources that enable students to participate in measuring their achievements as part of the learning experience.Included in this document are:directions for administrationassessment taskscoring rubricsadditional resourcesOur hope is that this assessment will be used as an integral part of your instruction to advance our common goal of ensuring quality instruction for all students.If you have questions about these assessments or suggestions for improvements, please contact:Anne Banks, Program Supervisor, The Arts (360) 725-4966, anne.banks@k12.wa.usEarth DayVisual ArtsGrade 8An OSPI-Developed Performance Assessment OverviewSynopsis of Earth DayEach student creates a still-life drawing that celebrates Earth Day. The drawing should depict natural objects realistically; it should also show details and have 3-D qualities. The students will be given time to arrange their natural objects, create their final drawings, and respond to questions and prompts about their work.This document contains information essential to the administration of Earth Day, an OSPI-developed arts performance assessment for visual arts (Grade 8). Prior to administration of this assessment, all students should have received instruction in the skills and concepts being assessed. Please read this information carefully before administering the performance assessment.This classroom based performance assessment may be used in several ways:As an integral part of instruction.As a benchmark, interim, or summative assessment.As a culminating project.As an integral part of a unit of study.As a means of accumulating student learning data.As an individual student portfolio item.Test Administration: ExpectationsThe skills assessed by this task should be authentically incorporated into classroom instruction.This assessment task is to be administered in a safe, appropriately supervised classroom environment following district policy and procedures.All industry and district safety policies and standards should be followed in the preparation and administration of OSPI-developed performance assessments in dance, music, theatre, and visual arts.Accommodations based upon a student’s individualized education program (IEP) or 504 Plan may require additional modifications to this assessment.Additional modifications to the administration of this assessment may be required to accommodate cultural differences, diversity, and religious mores/rules.Description of the Performance AssessmentPerformance prompts ask each student to create a piece of art based on the criteria outlined in the prompt. The teacher should collect all of the student’s work to facilitate scoring and to document each student’s performance.Students must also respond to short-answer questions and instructions. Their answers may be written or verbal. All written work must be completed on the response sheets provided. All verbal responses must be recorded to facilitate scoring and to document each student’s performance.Learning StandardsThis assessment addresses Washington State Learning Standards for Visual Arts, including the GLEs from the Options for Implementing the Arts Standards through Visual Arts by Grade Level document.GLE 1.1.1Grades 7–8Applies, analyzes, and creates the element line when producing a work of art.GLE 2.1.1Grades 7–8Applies a creative process to visual arts.Depending on how individual teachers build their lesson units, additional Washington State Learning Standards can be addressed.Assessment TaskTeacher’s Instructions to StudentsSay: “Today you will take the Grade-8 Washington OSPI-developed arts performance assessment for visual arts. This assessment is called Earth Day.” Provide the class with copies of the student’s section of the assessment (which may include the student’s task, response sheets, rubrics, templates, and glossary), along with any other required materials. Tell the students that they may highlight and write on these materials during the assessment. Have the students read the directions to themselves as you read them aloud. We also encourage you to review the glossary and scoring rubrics with the students. Answer any clarifying questions the students may have before you instruct them to begin. If this assessment is used for reporting purposes, circle the scoring points on the first page of each student’s response sheets.AccommodationsThe following accommodations can be made for students with special needs or whose English language skills are limited:To complete the response sheets, students may dictate their answers to an instructional aide, who will write them down. The student may give the written and/or recorded responses in their first language. We request a written and/or verbal English translation for consistency (validity/reliability) in scoring the rubric.Refer also to the student’s individualized education program (IEP) or 504 Plan.Student’s TaskThe following section contains these materials for students:The student’s task: Earth Day (Grade 8)Assessment rubricResponse sheetsStudent’s TaskEarth DayThe Nature Club is getting ready to celebrate Earth Day and needs a drawing for the cover of the club’s Earth Day brochure. The brochure will describe components of the natural environment of Washington state. The president of the club has asked you to draw the image for the cover of the brochure. The club requires that your drawing be a realistic, still-life drawing of natural objects. Your drawing should show details and 3-D qualities. You will be given time to arrange your objects, create the final drawing, and respond to questions and prompts about your drawing.Your TaskFirst, create your drawing— The president of the Nature Club explains that you must meet the following requirements when creating your drawing:Select three natural objects.Arrange the items into a still life; make sure that you place some items in front of others.Create a realistic three-dimensional still-life drawing by using the following concepts:shapesize/proportiontextureoverlapdetailsImagine a directional light source and include the corresponding shades and shadows it would produce.Use five different values from light to dark in your drawing to express form. (The white of the paper will be considered the lightest value.)Second, show how you fulfilled the requirements of the Nature Club— Respond to the prompt on the response sheet to explain how you used at least four of the required concepts in your drawing.Earth Day4 points3 points2 points1 pointNo ScorePerformingThe student meets six or seven of the following seven requirements, thereby demonstrating a thorough understanding of realism in the drawing:Uses shape accurately.Uses size/proportion accurately.Uses texture accurately.Uses overlap accurately.Uses details accurately.Uses directional light accurately and consistently.Uses value accurately.The student meets four or five of the requirements listed at left, demonstrating an adequate understanding of realism in the drawing.The student meets two or three of the requirements listed at left, demonstrating a partial understanding of realism in the drawing.The student meets one of the requirements listed at left, demonstrating a minimal understanding of realism in the drawing.The student meets none of the requirements listed at left, demonstrating no understanding of realism in the drawing.RespondingIn his/her response, the student demonstrates a thorough understanding of the creative process by meeting at least four of the following requirements:Clearly explains how and where shape was used to create a realistic, three-dimensional drawing.Clearly explains how and where size/proportion was used to create a realistic, three-dimensional drawing.Clearly explains how and where texture was used to create a realistic, three-dimensional drawing.Clearly explains how and where overlap was used to create a realistic, three-dimensional drawing.Clearly explains how and where details were used to create a realistic, three-dimensional drawing.Clearly explains how and where directional light was used to create a realistic, three-dimensional drawing.Clearly explains how and where value was used to create a realistic, three-dimensional drawing.In his/her response, the student demonstrates an adequate understanding of the creative process by meeting three of the seven requirements listed at left.In his/her response, the student demonstrates a partial understanding of the creative process by meeting two of the seven requirements listed at left.In his/her response, the student demonstrates a minimal understanding of the creative process by meeting one of the seven requirements listed at left.In his/her response, the student demonstrates no understanding of the creative process, having met none of the requirements listed at left.Assessment RubricResponse SheetStudent’s Name/ID# _____________________________________________ Grade Level _________(circle number)Performing Score 4 3 2 1 NSResponding Score 4 3 2 1 NSResponsesThoroughly explain how and where you used at least four of the following seven concepts to create a realistic, three-dimensional still-life drawing.shape: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________size/proportion: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________texture: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________overlap: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________details: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________light source: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________value: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Supporting Materials and Resources for TeachersPreparation for Administering the AssessmentTools & MaterialsTeachers will need the following materials and resources to administer this performance assessment:copies of the task, including the glossary of terms (one set for each student)copies of the student-response sheets (one set for each student)one pencil with an eraser or one graphite stick per student (blending stump optional)three natural objects for each student (see Guidelines below). two sheets of paper per studenta camera (if the teacher intends to take photographs of the students’ work)audio/video recording equipment (if needed for accommodations)GuidelinesThis assessment is an individual performance.Copy the student’s task, rubric, response sheet, and glossary of terms. Make one set of copies for each student.Gather natural items for the students to draw. These items may include deciduous leaves (such as maple, oak, and linden), pinecones, short pieces of vine, branch clippings, or nuts (such as walnuts, hazelnuts, and almonds). You may substitute other natural items; however, they must be natural objects, not artificial.All students must have their own items so that they can touch the objects and arrange their own still-life compositions.To assist students in creating a directional light source, you may distribute flashlights or provide alternate lighting. Additionally, you may raise or lower the light in the classroom as needed.If you take photos for use in the student’s portfolio and to document the student’s work, the photographs should be labeled for clear identification, scoring, and so on. The images should also show sketches and final drawings. Be sure to include the student’s name and number with each photograph.Students who respond in writing must include their names/numbers on their response sheets. If necessary to meet individual needs, a student may dictate her/his response-sheet answers (to be written down by a teacher or aide). Students may use resources that are visible in the testing classroom, but you may not prompt or coach students during the assessment.As an alternative to a written response, you may permit video or audio recording. Video set up should be in a defined space so that the speaker can be seen at all times. Coach the students who are being recorded to face the recording device when they are responding. Prompt the student to say her/his name, number, and current grade level into the recording device before beginning the performance. Students must have a copy of the response sheet when they are being recorded.The teacher’s role during recording is to read questions. Students may use resources that are visible in the testing classroom, but you may not prompt or coach students during the assessment. When you are administering the assessment, students may ask questions to clarify the process. You should encourage students to ask questions at any time throughout the administration of the assessment. Recommendations for Time ManagementStudents may have as much time as they need to complete the task. The timeframes suggested here are meant only as a guide, and you may shorten or lengthen them to suit the individual circumstances of the class and students. The following is a three-day suggested timeframe:Day 115 minutes:The teacher provides the class with the task and reads it aloud. The students may ask questions. The teacher answers any questions and distributes all materials.10 minutes:The students choose and arrange natural items for their still-life drawings.15 minutesThe students begin their drawings.5 minutes:The teacher collects all drawings and materials.Day 25 minutes:The teacher returns all materials and drawings to the students.35 minutes:The students continue to develop their drawings.5 minutes:The teacher collects all materials and drawings.Day 35 minutes:The teacher distributes all materials, drawings, and response sheets.35 minutes:The students finish their drawings and complete their response sheets.5 minutes:The teacher collects all materials, drawings, and response sheets.All students who remain productively engaged in the task should be allowed to finish their work. In some cases, a few students may require considerably more time to complete the task than most students; therefore, you may wish to move these students to a new location to finish. In other cases, the teacher’s knowledge of some students’ work habits or special needs may suggest that students who work very slowly should be tested separately or grouped with similar students for the test.Glossary visual arts elements—the basic components that make up a work of art: color, form, line, shape, space, texture, and value/shading.color—an element of visual arts; the visual arts utilize the twelve basic hues of the color wheel:primary—red, yellow, bluesecondary—orange, green, violetintermediate—red-orange, yellow-orange, yellow-green, blue-green, blue-violet, red-violetform—an element of visual arts; a three-dimensional object that has height, width, and depth.line—an element of visual arts; the flat path of a dot through space used by artists to control the viewer’s eye movement; a thin mark made by a pencil, pen, or brush.shape—an element of visual arts; a closed space made when a line connects to itself.space—an element of visual arts; the area above, below, around, and within a work of art.texture—an element of visual arts; how something feels or appears to feel; techniques for creating visual texture include stippling, hatching, cross hatching, scribbling, broken lines, and repeating lines and shapes.value/shading—an element of visual arts; the lightness or darkness of a line, shape, or form.dominance—the way an artwork shows emphasis such that one element or object in the composition is the strongest or most important part of the work.emphasis—a principle of organization; importance given to certain objects or areas in an artwork. Color, texture, shape, space, and size can be used to create importance.line qualities—the width or appearance of any line, such as thick or thin, smooth or rough, continuous or broken.realism—a style of art that portrays objects or scenes as they might appear in everyday life. A recognizable subject is portrayed using lifelike colors, textures, and proportion.spatial devices—methods used to create the appearance of space in an artwork; foreground/middle ground/background, overlap, placement, size, detail, color, value.still life—an artwork featuring a collection of nonmoving objects. ................
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