Assessment Data and Analysis
Explanation of Assessment Grading Criteria and Scoring
All of the questions developed for the pre and post-assessment were alligned with Colorado state standards and grade level expectations as well as objectives and goals within my lessons. The informations provided below maps out how each question is specifically related to these topics.
Question #1
This question was related to the first lesson which involved drawing a still life. This question was related to the following goals,objectives, state standards, and grade level expectations:
Lesson One Goal: Students will see that everyday objects depicted in works of art often have deeper symbolic significance attached to them. Students will be asked
to identify what is personal and unique about themselves and then they will have to pick objects that represent those parts of their personality.
Lesson One Objective:Students will be able to use view finders in order to create a composition which emphasizes their intended meaning.
State Standard: Invent and Discover to Create
Grade Level Expectation: Demonstrate technical proficiency and craftsmanship when planning.
Question #2
This question was related to the first lesson which employed the use of crosshatching to create a range of different values. This question was related to the following goals, objectives, state standards, and grade level expectations:
Lesson One Goal: Students will see that everyday objects depicted in works of art often have deeper symbolic significance attached to them. Students will be asked
to identify what is personal and unique about themselves and then they will have to pick objects that represent those parts of their personality.
Lesson One Objective:Students will be able to demonstrate the use of cross hatching in order to accurately represent value shifts within their still life.
State Standard: Invent and Discover to Create
Grade Level Expectation: Achieve artistic purpose to communicate intent.
Question #3
This question was related to the first lesson which covered the idea of symbolism within a work of art. This question was related to the following goals, objectives, state standards, and grade level expectations:
Lesson One Goal: Students will see that everyday objects depicted in works of art often have deeper symbolic significance attached to them. Students will be asked
to identify what is personal and unique about themselves and then they will have to pick objects that represent those parts of their personality.
Lesson One Objective:Students will be able to explain how the object they choose to draw represents their individual personality in their developmental workbooks.
State Standard: Observe and Learn to Comprehend
Grade Level Expectation: Visual art has inherent characteristics and expressive features.
Question #4
This question was related to the third lesson which covered the technique of stippling with pen and ink. This question was related to the following goals, objectives, state standards, and grade level expectations:
Lesson Three Goal:Students will explore how they view the world by taking a closer look at what is most important to them and what makes them unique. Students will
create a multimedia assignment using charcoal, watercolor, pen and ink to create an enlarged eye which shows viewers the world through their own eyes.
Lesson Three Objective: Students will be able to demonstrate skill with several mediums such as charcoal, stippling with pen and ink, and watercolor within their multimedia projects.
State Standard: Invent and Discover to Create
Grade Level Expectation: Demonstrate technical proficiency and craftsmanship when planning.
Question #5
This question was related to the second lesson which covered the concept of proper facial proportions. This question was related to the following goals, objectives, state standards, and grade level expectations:
Lesson Two Goal: Students will see that the characteristics they consider to be heroic can also be applied to themselves. Students will use a plot line to visualize themselves overcoming their obstacles by giving themselves super hero powers within their heroic graphic novels.
Lesson Two Objective:Students will be able to demonstrate proportionate facial features within their heroic graphic novels.
State Standard: Invent and Discover to Create
Grade Level Expectation: Demonstrate technical proficiency and craftsmanship when planning.
Question #6
This question was related to the second lesson which required students to use a basic plot line to help them develop their heroic comic books. This question was related to the following goals, objectives, state standards, and grade level expectations:
Lesson Two Goal: Students will see that the characteristics they consider to be heroic can also be applied to themselves. Students will use a plot line to visualize themselves overcoming their obstacles by giving themselves super hero powers within their heroic graphic novels.
Lesson Two Objective:Students will be able to develop their heroic story with the aid of a plot line.
State Standard:Envision and Critique to Reflect
Grade Level Expectation: Visual literacy skills help to establish personal meaning and artistic intent in works of art.
Question # 7 and #8
These questions were related to the third lesson which required students to use a grid to accurately enlarge a contour line drawing of their eye. These questions were related to the following goals, objectives, state standards, and grade level expectations:
Lesson Three Goal:Students will explore how they view the world by taking a closer look at what is most important to them and what makes them unique. Students will
create a multimedia assignment using charcoal, watercolor, pen and ink to create an enlarged eye which shows viewers the world through their own eyes.
Lesson Three Objective: Students will be able to accurately measure and use a grid to enlarge an image and create a contour drawing of their eye.
State Standard: Invent and Discover to Create
Grade Level Expectation: Demonstrate technical proficiency and craftsmanship when planning.
Question #9
This question was related to the third lesson which had students practice various mediums such as watercolor. This question was related to the following goals, objectives, state standards, and grade level expectations:
Lesson Three Goal:Students will explore how they view the world by taking a closer look at what is most important to them and what makes them unique. Students will create a multimedia assignment using charcoal, watercolor, pen and ink to create an enlarged eye which shows viewers the world through their own eyes.
Lesson Three Objective: Students will be able to demonstrate skill with several mediums such as charcoal, stippling with pen and ink, and watercolor within their multimedia projects.
State Standard: Invent and Discover to Create
Grade Level Expectation: Demonstrate technical proficiency and craftsmanship when planning.
Question # 10 and #11
These questions related to the fourth lesson which had students paint a monochromatic self-portrait. The questions were related to the following goals, objectives, state standards, and grade level expectations:
Lesson Four Goal:Students will look at their personal values in their daily lives while learning about monochromatic value scales in art. Students will use acrylic paint to create a monochromatic self- portrait. They will also incorporate their personal values which will be painted in text on the background.
Lesson Four Objective: Students will be able to define terms related to monochromatic painting including, hue, tint, shade, and value scale.
State Standard: Observe and Learn to Comprehend
Grade Level Expectation: Conceptual art theories explain how works of art are created.
Questions #12 and #13
References to art history were made throughout the unit. These questions are related to the historical connections made in the first, second, and third lesson. The questions were related to the following objectives, state standards, and grade level expectations:
Lesson One Objective:Students will be able identify work from the Yuan dynasty as well as by artists from the Northern Renaissance; Jan van Eyck and Pieter Bruegel the Elder.
Lesson Two Objective:Students will be able to identify the work of pop artist Roy Lichtenstein.
Lesson Three Objective: Students will be able to identify the work of M.C. Escher.
State Standard:Observe and Learn to Comprehend
Grade LevelExpectation: The history of art, world cultures, and artistic styles influence contemporary art concerns.
Question #1
This question was related to the first lesson which involved drawing a still life. This question was related to the following goals,objectives, state standards, and grade level expectations:
Lesson One Goal: Students will see that everyday objects depicted in works of art often have deeper symbolic significance attached to them. Students will be asked
to identify what is personal and unique about themselves and then they will have to pick objects that represent those parts of their personality.
Lesson One Objective:Students will be able to use view finders in order to create a composition which emphasizes their intended meaning.
State Standard: Invent and Discover to Create
Grade Level Expectation: Demonstrate technical proficiency and craftsmanship when planning.
Question #2
This question was related to the first lesson which employed the use of crosshatching to create a range of different values. This question was related to the following goals, objectives, state standards, and grade level expectations:
Lesson One Goal: Students will see that everyday objects depicted in works of art often have deeper symbolic significance attached to them. Students will be asked
to identify what is personal and unique about themselves and then they will have to pick objects that represent those parts of their personality.
Lesson One Objective:Students will be able to demonstrate the use of cross hatching in order to accurately represent value shifts within their still life.
State Standard: Invent and Discover to Create
Grade Level Expectation: Achieve artistic purpose to communicate intent.
Question #3
This question was related to the first lesson which covered the idea of symbolism within a work of art. This question was related to the following goals, objectives, state standards, and grade level expectations:
Lesson One Goal: Students will see that everyday objects depicted in works of art often have deeper symbolic significance attached to them. Students will be asked
to identify what is personal and unique about themselves and then they will have to pick objects that represent those parts of their personality.
Lesson One Objective:Students will be able to explain how the object they choose to draw represents their individual personality in their developmental workbooks.
State Standard: Observe and Learn to Comprehend
Grade Level Expectation: Visual art has inherent characteristics and expressive features.
Question #4
This question was related to the third lesson which covered the technique of stippling with pen and ink. This question was related to the following goals, objectives, state standards, and grade level expectations:
Lesson Three Goal:Students will explore how they view the world by taking a closer look at what is most important to them and what makes them unique. Students will
create a multimedia assignment using charcoal, watercolor, pen and ink to create an enlarged eye which shows viewers the world through their own eyes.
Lesson Three Objective: Students will be able to demonstrate skill with several mediums such as charcoal, stippling with pen and ink, and watercolor within their multimedia projects.
State Standard: Invent and Discover to Create
Grade Level Expectation: Demonstrate technical proficiency and craftsmanship when planning.
Question #5
This question was related to the second lesson which covered the concept of proper facial proportions. This question was related to the following goals, objectives, state standards, and grade level expectations:
Lesson Two Goal: Students will see that the characteristics they consider to be heroic can also be applied to themselves. Students will use a plot line to visualize themselves overcoming their obstacles by giving themselves super hero powers within their heroic graphic novels.
Lesson Two Objective:Students will be able to demonstrate proportionate facial features within their heroic graphic novels.
State Standard: Invent and Discover to Create
Grade Level Expectation: Demonstrate technical proficiency and craftsmanship when planning.
Question #6
This question was related to the second lesson which required students to use a basic plot line to help them develop their heroic comic books. This question was related to the following goals, objectives, state standards, and grade level expectations:
Lesson Two Goal: Students will see that the characteristics they consider to be heroic can also be applied to themselves. Students will use a plot line to visualize themselves overcoming their obstacles by giving themselves super hero powers within their heroic graphic novels.
Lesson Two Objective:Students will be able to develop their heroic story with the aid of a plot line.
State Standard:Envision and Critique to Reflect
Grade Level Expectation: Visual literacy skills help to establish personal meaning and artistic intent in works of art.
Question # 7 and #8
These questions were related to the third lesson which required students to use a grid to accurately enlarge a contour line drawing of their eye. These questions were related to the following goals, objectives, state standards, and grade level expectations:
Lesson Three Goal:Students will explore how they view the world by taking a closer look at what is most important to them and what makes them unique. Students will
create a multimedia assignment using charcoal, watercolor, pen and ink to create an enlarged eye which shows viewers the world through their own eyes.
Lesson Three Objective: Students will be able to accurately measure and use a grid to enlarge an image and create a contour drawing of their eye.
State Standard: Invent and Discover to Create
Grade Level Expectation: Demonstrate technical proficiency and craftsmanship when planning.
Question #9
This question was related to the third lesson which had students practice various mediums such as watercolor. This question was related to the following goals, objectives, state standards, and grade level expectations:
Lesson Three Goal:Students will explore how they view the world by taking a closer look at what is most important to them and what makes them unique. Students will create a multimedia assignment using charcoal, watercolor, pen and ink to create an enlarged eye which shows viewers the world through their own eyes.
Lesson Three Objective: Students will be able to demonstrate skill with several mediums such as charcoal, stippling with pen and ink, and watercolor within their multimedia projects.
State Standard: Invent and Discover to Create
Grade Level Expectation: Demonstrate technical proficiency and craftsmanship when planning.
Question # 10 and #11
These questions related to the fourth lesson which had students paint a monochromatic self-portrait. The questions were related to the following goals, objectives, state standards, and grade level expectations:
Lesson Four Goal:Students will look at their personal values in their daily lives while learning about monochromatic value scales in art. Students will use acrylic paint to create a monochromatic self- portrait. They will also incorporate their personal values which will be painted in text on the background.
Lesson Four Objective: Students will be able to define terms related to monochromatic painting including, hue, tint, shade, and value scale.
State Standard: Observe and Learn to Comprehend
Grade Level Expectation: Conceptual art theories explain how works of art are created.
Questions #12 and #13
References to art history were made throughout the unit. These questions are related to the historical connections made in the first, second, and third lesson. The questions were related to the following objectives, state standards, and grade level expectations:
Lesson One Objective:Students will be able identify work from the Yuan dynasty as well as by artists from the Northern Renaissance; Jan van Eyck and Pieter Bruegel the Elder.
Lesson Two Objective:Students will be able to identify the work of pop artist Roy Lichtenstein.
Lesson Three Objective: Students will be able to identify the work of M.C. Escher.
State Standard:Observe and Learn to Comprehend
Grade LevelExpectation: The history of art, world cultures, and artistic styles influence contemporary art concerns.
Pre and Post-Assessment Class Results
Pre and Post-Test Results for Female Students
Pre and Post-Test Results for Male Students
Strengths and Weaknesses of Assessment Plan
The key reason to create an assessment plan is to measure and show student learning and growth throughout the year. At its core I believe this assessment plan can be considered a success because it does just that. I was pleased with the results because they showed growth in a large majority of all the students I taught this quarter.
Another success of the pre and post-tests was the way in which they were presented. I believe having an identical pre and post-test yields more accurate results because the questions asked are consistent. The environment in which the tests were taken was also identical. Students were told that the test was not going to be graded and were given plenty of time to complete each assessment. When students work in a low risk environment they have a better opportunity to show you what they really know.
Testing students on the basic elements of a plot line on an art assessment should also be considered a success. Not only does this promote literacy, it also shows the importance and relevance of the arts in education by connecting it to other subject areas.
One of the weaknesses of the assessment plan was the question regarding facial proportions. Looking back I can see that this question was difficult to understand and required a very detailed answer. It is no surprise that most of the students missed this question, I needed to be clearer with my expectations for their answer to this question.
Another question that students struggled with was the question regarding techniques associated with watercolor painting. These techniques needed to be reviewed and practiced a lot more by the students throughout the semester if I was to expect better results on the post test. These techniques were showed only once during the course of the class. The post-test results were low because I needed to do a better job reinforcing new knowledge to my students.
This same lesson can be applied to the art history questions on the pre and post-assessment. I introduced the students to several artist but it was often only once at the beginning of the assignment. If I were to teach these lessons again I would hang an example of an artist’s work related to the assignment throughout the entire time spent on the lesson. This would visually reinforce what was taught every day rather than just exposing students to new information once.
There are a few ways I would modify this assessment plan.The first thing I would change would be my timing for giving students the pre-assessment. I hadn’t panned on showing monochromatic painting until three weeks after the quarter started. This may not seem like a large amount of time, but when you consider I was working for an eight week period I gave the pre-assessment when nearly forty percent of the quarter was already over. I believe if the pre and post-test were taken farther apart from one another I would have been able to show more student growth.
Another important thing I would change is the amount of assessments given. In general I don’t believe two large tests at the beginning and end of a quarter will give you accurate results. What if a student is absent? What if they are having a bad day? I know it might be harder to graph but I think the best way to assess student knowledge in the art room is through the use of a sketchbook. Several five minute reflections at the end of class would be much more revealing of students comprehension than two large tests. If I were to give these assessments again I would present the questions as journal entries as they related to each assignment at the beginning, middle, and end of each lesson.
Another success of the pre and post-tests was the way in which they were presented. I believe having an identical pre and post-test yields more accurate results because the questions asked are consistent. The environment in which the tests were taken was also identical. Students were told that the test was not going to be graded and were given plenty of time to complete each assessment. When students work in a low risk environment they have a better opportunity to show you what they really know.
Testing students on the basic elements of a plot line on an art assessment should also be considered a success. Not only does this promote literacy, it also shows the importance and relevance of the arts in education by connecting it to other subject areas.
One of the weaknesses of the assessment plan was the question regarding facial proportions. Looking back I can see that this question was difficult to understand and required a very detailed answer. It is no surprise that most of the students missed this question, I needed to be clearer with my expectations for their answer to this question.
Another question that students struggled with was the question regarding techniques associated with watercolor painting. These techniques needed to be reviewed and practiced a lot more by the students throughout the semester if I was to expect better results on the post test. These techniques were showed only once during the course of the class. The post-test results were low because I needed to do a better job reinforcing new knowledge to my students.
This same lesson can be applied to the art history questions on the pre and post-assessment. I introduced the students to several artist but it was often only once at the beginning of the assignment. If I were to teach these lessons again I would hang an example of an artist’s work related to the assignment throughout the entire time spent on the lesson. This would visually reinforce what was taught every day rather than just exposing students to new information once.
There are a few ways I would modify this assessment plan.The first thing I would change would be my timing for giving students the pre-assessment. I hadn’t panned on showing monochromatic painting until three weeks after the quarter started. This may not seem like a large amount of time, but when you consider I was working for an eight week period I gave the pre-assessment when nearly forty percent of the quarter was already over. I believe if the pre and post-test were taken farther apart from one another I would have been able to show more student growth.
Another important thing I would change is the amount of assessments given. In general I don’t believe two large tests at the beginning and end of a quarter will give you accurate results. What if a student is absent? What if they are having a bad day? I know it might be harder to graph but I think the best way to assess student knowledge in the art room is through the use of a sketchbook. Several five minute reflections at the end of class would be much more revealing of students comprehension than two large tests. If I were to give these assessments again I would present the questions as journal entries as they related to each assignment at the beginning, middle, and end of each lesson.
Discussion of Pre and Post-Assessment Results.
What do these assessments show about the learning that did or did not occur in the unit?
The assessments that were given show significant student growth. I began to notice patterns within areas of study that students seemed to be growing the most in. The students excelled most with questions related to materials and techniques used within the lesson. This was to be expected because they were unfamiliar with these areas and had continuous exposure to the materials and techniques throughout the unit. What surprised me was how well students did on the pre-test with the question that asked students to place artwork on a timeline. This really made me focus on the question itself, I came to the conclusion that the question was simply too easy. One question that seemed to be too difficult was the question regarding proper facial proportions. This question was missed by everyone on the pre-test and was only answered correctly by a handful of students on the post-test. I began to wonder if the question was unclear or if I simply failed to adequately teach the concept. I think that it was actually a bit of both. This taught me an important lesson, as an educator when your students don’t do as well as you had envisioned don’t ask, “Why didn’t they learn this?” instead ask, “How could I have taught this better?” Ultimately I feel that these assessments helped me discover growth in two areas; in the knowledge of my students, and in my ability to teach and assess as an educator.
Student C scored a 9/13 on the pre-test and a 10/13 on the post-test. I was happy to see that she improved her score by understanding the concept of symbolism by the end of the quarter. She missed both questions related to monochromatic color.
Student G improved her score from a 7/13 on the pre-test to an 11/13 on the post-test. She improved on her techniques and materials questions but struggled with facial proportions and art history.
Student H improved her score from an 8/13 on the pre-test to a 12/13 on the post-test. She missed the question regarding facial proportions.
Student K scored a 10/13 on the pre-test and a 13/13 on the post-test. This student always put forth extra time and effort on every assignment, which is why she retained all the new information well.
Student M scored the same on both the pre and post-test. She missed the question on facial proportions on both tests. It was interesting that she did well on history but not techniques and materials on the pre-test, but on the post- test she improved on techniques and materials questions but missed both of the history questions.
Student M received a 6/13 on her pre-test and an 8/13 on her post-test. She improved her understanding of symbolism and material and techniques. On both tests she struggled with art history.
Student P doubled her score from a 6/13 on the pre test to a 12/13 on the post-test. I was happy to see such growth. This student was always rushing to finish and I wonder if she was rushing on the post-test because the only question missed was a simple cross-hatching question.
Student R scored a 7/13 on her pre-test and a 10/13 on the post-test. She improved her understanding of art history and materials and techniques. On both tests she missed the question on symbolism and plot line.
Student S scored an 8/13 on her pre-test and a 10/13 on the post-test. She missed the planning question regarding viewfinders on both tests. She also struggled with art history.
Student S scored a 6/13 on the pre-test and a 9/13 on the post-test. I was surprised that most of the questions she missed on the post-test were related to techniques and materials such as cross-hatching and stippling because these techniques were learned early in the unit and reviewed throughout. On both tests she missed the question on facial proportions.
Student W improved her score from a 7/13 on the pre-test to an 11/13 on the post-test. She missed the facial proportions question as well as the question on tints and shades on the post-test. She improved her understanding of art history.
Student W scored a 6/13 on the pre-test and an 11/13 on the post-test. I was happy to see her improve on the facial proportions question as well as the question on symbolism. On both tests she struggled with questions regarding techniques and materials.
Student W scored a 7/13 on the pre-test and a 10/13 on the post-test. On both tests she missed the question on facial proportions as well as the question on plot line. She significantly improved her scores in art history.
Student W scored a 6/13 on the pre-test and a 9/13 on the post-test. On both tests she missed the question about using a viewfinder. She improved her scores on the questions on art history and symbolism.
Student A scored a 10/13 on the pre-test and an 11/13 on the post-test. On both tests he missed the question on facial proportions. On the post-test he answered all of the questions on techniques and materials correctly.
Student B scored a 5/13 on the pre-test and a 9/13 on the post-test. It was interesting to note that he missed all of the painting questions on the post-test. He improved his understanding of symbolism and techniques and materials.
Student C scored a 9/13 on his pre-test and a 9/13 on his post-test. I was disappointed not to see any growth after the quarter. He missed the same questions on both tests.
Student D improved his score from an 8/13 on the pre-test to a 12/13 on the post-test. The only question he missed on the post-test was a technique question regarding contour lines. I was happy to see him improve on the facial proportions question.
Student F received an 8/13 on the pre-test and an 8/13 on the post-test. Judging form his artwork and work ethic in class I believe he could have scored higher but he rushed through the post-test.
Student G scored a 7/13 on the pre-test and an 8/13 on the post-test. On both tests he missed the question on facial proportions as well as the art history questions. He improved his understanding of techniques and materials.
Student I scored a 7/13 on his pre-test and an 11/13 on the post-test. He improved with questions regarding techniques and materials but struggled with art history and facial proportions on both tests.
Student J received an 8/13 on his pre-test and a 10/13 on the post-test. He missed the question on plot line and symbolism on both tests. He improved his knowledge of facial proportions and art history.
Student Q improved his score from an 8/13 on the pre test to a 13/13 on the post-test. He improved his understanding of materials and techniques as well as facial proportions.
Student R was the only student to score lower on the post-test. He received a 7/13 on the pre-test and a 6/13 on the post-test. I believe this is because he missed a large amount of class during the quarter and rushed through both tests.
Student S scored a 9/13 on the pre-test and an 11/13 on the post-test. He was on of the few students to answer the question on the use of the viewfinder correctly on the pre-test. He had a lot of prior knowledge due to a strong art background within his family. On both tests he missed the question on plot line.
Student S scored a 7/13 on the pre-test and a 9/13 on the post-test. On both tests he struggled with facial proportions and art history. He improved his understanding of techniques and materials as well as symbolism.
Student S scored a 4/13 on the pre-test and an 8/13 on the post-test. He improved with symbolism and art history. On both tests struggled with techniques and materials as well as facial proportions.
Student S scored an 8/13 on his pre-test and a 10/13 on his post-test. On both tests he struggled with questions concerning monochromatic painting and facial proportions. He improved his understanding of techniques and materials.
Student W improved his score from a 9/13 on the pre-test to a 12/13 on the post-test. The only question his missed on the post-test was the question regarding facial proportions.
The assessments that were given show significant student growth. I began to notice patterns within areas of study that students seemed to be growing the most in. The students excelled most with questions related to materials and techniques used within the lesson. This was to be expected because they were unfamiliar with these areas and had continuous exposure to the materials and techniques throughout the unit. What surprised me was how well students did on the pre-test with the question that asked students to place artwork on a timeline. This really made me focus on the question itself, I came to the conclusion that the question was simply too easy. One question that seemed to be too difficult was the question regarding proper facial proportions. This question was missed by everyone on the pre-test and was only answered correctly by a handful of students on the post-test. I began to wonder if the question was unclear or if I simply failed to adequately teach the concept. I think that it was actually a bit of both. This taught me an important lesson, as an educator when your students don’t do as well as you had envisioned don’t ask, “Why didn’t they learn this?” instead ask, “How could I have taught this better?” Ultimately I feel that these assessments helped me discover growth in two areas; in the knowledge of my students, and in my ability to teach and assess as an educator.
Student C scored a 9/13 on the pre-test and a 10/13 on the post-test. I was happy to see that she improved her score by understanding the concept of symbolism by the end of the quarter. She missed both questions related to monochromatic color.
Student G improved her score from a 7/13 on the pre-test to an 11/13 on the post-test. She improved on her techniques and materials questions but struggled with facial proportions and art history.
Student H improved her score from an 8/13 on the pre-test to a 12/13 on the post-test. She missed the question regarding facial proportions.
Student K scored a 10/13 on the pre-test and a 13/13 on the post-test. This student always put forth extra time and effort on every assignment, which is why she retained all the new information well.
Student M scored the same on both the pre and post-test. She missed the question on facial proportions on both tests. It was interesting that she did well on history but not techniques and materials on the pre-test, but on the post- test she improved on techniques and materials questions but missed both of the history questions.
Student M received a 6/13 on her pre-test and an 8/13 on her post-test. She improved her understanding of symbolism and material and techniques. On both tests she struggled with art history.
Student P doubled her score from a 6/13 on the pre test to a 12/13 on the post-test. I was happy to see such growth. This student was always rushing to finish and I wonder if she was rushing on the post-test because the only question missed was a simple cross-hatching question.
Student R scored a 7/13 on her pre-test and a 10/13 on the post-test. She improved her understanding of art history and materials and techniques. On both tests she missed the question on symbolism and plot line.
Student S scored an 8/13 on her pre-test and a 10/13 on the post-test. She missed the planning question regarding viewfinders on both tests. She also struggled with art history.
Student S scored a 6/13 on the pre-test and a 9/13 on the post-test. I was surprised that most of the questions she missed on the post-test were related to techniques and materials such as cross-hatching and stippling because these techniques were learned early in the unit and reviewed throughout. On both tests she missed the question on facial proportions.
Student W improved her score from a 7/13 on the pre-test to an 11/13 on the post-test. She missed the facial proportions question as well as the question on tints and shades on the post-test. She improved her understanding of art history.
Student W scored a 6/13 on the pre-test and an 11/13 on the post-test. I was happy to see her improve on the facial proportions question as well as the question on symbolism. On both tests she struggled with questions regarding techniques and materials.
Student W scored a 7/13 on the pre-test and a 10/13 on the post-test. On both tests she missed the question on facial proportions as well as the question on plot line. She significantly improved her scores in art history.
Student W scored a 6/13 on the pre-test and a 9/13 on the post-test. On both tests she missed the question about using a viewfinder. She improved her scores on the questions on art history and symbolism.
Student A scored a 10/13 on the pre-test and an 11/13 on the post-test. On both tests he missed the question on facial proportions. On the post-test he answered all of the questions on techniques and materials correctly.
Student B scored a 5/13 on the pre-test and a 9/13 on the post-test. It was interesting to note that he missed all of the painting questions on the post-test. He improved his understanding of symbolism and techniques and materials.
Student C scored a 9/13 on his pre-test and a 9/13 on his post-test. I was disappointed not to see any growth after the quarter. He missed the same questions on both tests.
Student D improved his score from an 8/13 on the pre-test to a 12/13 on the post-test. The only question he missed on the post-test was a technique question regarding contour lines. I was happy to see him improve on the facial proportions question.
Student F received an 8/13 on the pre-test and an 8/13 on the post-test. Judging form his artwork and work ethic in class I believe he could have scored higher but he rushed through the post-test.
Student G scored a 7/13 on the pre-test and an 8/13 on the post-test. On both tests he missed the question on facial proportions as well as the art history questions. He improved his understanding of techniques and materials.
Student I scored a 7/13 on his pre-test and an 11/13 on the post-test. He improved with questions regarding techniques and materials but struggled with art history and facial proportions on both tests.
Student J received an 8/13 on his pre-test and a 10/13 on the post-test. He missed the question on plot line and symbolism on both tests. He improved his knowledge of facial proportions and art history.
Student Q improved his score from an 8/13 on the pre test to a 13/13 on the post-test. He improved his understanding of materials and techniques as well as facial proportions.
Student R was the only student to score lower on the post-test. He received a 7/13 on the pre-test and a 6/13 on the post-test. I believe this is because he missed a large amount of class during the quarter and rushed through both tests.
Student S scored a 9/13 on the pre-test and an 11/13 on the post-test. He was on of the few students to answer the question on the use of the viewfinder correctly on the pre-test. He had a lot of prior knowledge due to a strong art background within his family. On both tests he missed the question on plot line.
Student S scored a 7/13 on the pre-test and a 9/13 on the post-test. On both tests he struggled with facial proportions and art history. He improved his understanding of techniques and materials as well as symbolism.
Student S scored a 4/13 on the pre-test and an 8/13 on the post-test. He improved with symbolism and art history. On both tests struggled with techniques and materials as well as facial proportions.
Student S scored an 8/13 on his pre-test and a 10/13 on his post-test. On both tests he struggled with questions concerning monochromatic painting and facial proportions. He improved his understanding of techniques and materials.
Student W improved his score from a 9/13 on the pre-test to a 12/13 on the post-test. The only question his missed on the post-test was the question regarding facial proportions.