TASK 3 ASSESSMENT COMMENTARY

Task 3 Assessment Commentary-Free PDF

  • Date:16 Dec 2019
  • Views:105
  • Downloads:0
  • Pages:8
  • Size:343.19 KB

Share Pdf : Task 3 Assessment Commentary

Download and Preview : Task 3 Assessment Commentary


Report CopyRight/DMCA Form For : Task 3 Assessment Commentary


Transcription:

Visual Arts,Task 3 Assessment Commentary,Advanced Proficient Developing Emerging Does. Exceeding Meeting Partially Meeting Not Meet,Objective Objective Objective Objective. 5 points 4 points 3 points 0 1 points, Op Art Design 5 of 27 students 15 of 27 students 3 of 27 students 4 of 27 students. VA Cr 1 llla, Thinking 6 of 27 students 13 of 27 students 4 of 27 students 4 of 27 students. Creatively,MYP Rubric,Criterion C, Craftsmanship 5 of 27 students 10 of 27 students 6 of 27 students 6 of 27 students.
Studio Habits,Persistence,VA Cr 1 llla, Op Art Analysis 5 of 27 students 15 of 27 students 3 of 27 students 4 of 27 students. VA Re 7 2 4a, c Use evidence found in the 3 student work samples and the whole class summary. to analyze the patterns of learning for the whole class and differences for groups. or for individual learners relative to their abilities to create present or respond to. visual art, The evidence being analyzed should incorporate learning about at least one of the. following components,interpreting art,developing works of art design. relating art to context, The whole class summary from question 1b details the number of students 20 out of 27.
who met or exceeded the objectives of the Op Art design that aligned with the National Core. Arts Standards for Visual Arts Benchmark VA Cr2 1 llla which was to demonstrate an. acquisition of skills and knowledge in a chosen art form Evidence of achievement with regard to. this learning objective indicates that the majority of students were able to create and develop. works of optical art and design The most common error among students who were proficient. but not advanced in this area were that they failed to use multiple optical art techniques in their. sculpture patterns Those who did not meet this objective had multiple absences and or did not. use class time effectively Relative to developing works of art students were evaluated on their. craftsmanship studio habits and persistence The majority of the students either met or. exceeded 15 out of 27 students this objective including two of the three focus students In the. class 12 out of 27 students who partially or did not meet objectives either were irresponsible. with materials or did not use class time effectively. It can also be concluded from the three student work samples and from the whole class. summary that the majority of the class 20 out of 27 met or exceeded the objective that aligned. with National Core Arts Standards for Visual Arts Benchmark VA Re 7 2 4a which was to. analyze components in visual imagery Evidence of achievement with regard to this learning. objective indicates that students were able to interpret art Four out of the 27 students did not. Copyright 2015 Board of Trustees of the Leland Stanford Junior University 2 of 8 10 pages maximum. All rights reserved V4 0915, The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University Use of the edTPA trademarks is. permitted only pursuant to the terms of a written license agreement. Visual Arts,Task 3 Assessment Commentary, meet this objective as they did not submit an Op Art analysis poem However all three focus. students met or exceeded this objective, Student 1 represents the general population of the class who were able to grasp new. concepts quickly and met or exceeded the objectives in the evaluation criteria Student 1. demonstrated her ability to incorporate multiple Op Art techniques into her optical art sculpture. design They all were able to showcase their personal perspectives by selecting which Op Art. techniques they would incorporate in their sculpture designs as well as the color schemes The. application of paint on the sculpture is evidence of the majority of the class who exceeded in. craftsmanship and showed substantial exploration of ideas to purposefully shape artistic. intention Student 1 demonstrated her ability to relate vocabulary from Lesson 1 linked to the. context of Op Art in her Op Art poetry analysis of her work This can be seen in her use of words. like motion swirling and radiate to describe her pattern The analysis of her sculpture provided. a strong personal perspective of her work and conveyed her understanding of interpreting art. Student 2 represents the student with an individual education plan IEP The IEP. student faced different challenges and required adaptations in order to better reach them all. Student 2 requires a lot of one on one instruction and constant reminders of the criteria He. benefits from individualized instruction and written visual directions to refer to Student 2. demonstrated a persistence to improve his painting technique and showed progress in honing. his painting skills With more one on one direction student 2 could continue to improve his. artistic development Student 2 demonstrated some understanding of the objectives behind the. Op Art poetry analysis He showed personal perspective in his interpretation of his sculpture but. did not succeed in incorporating more academic vocabulary that was compiled in our Op Art. response activity in Lesson 1 Students including student 2 who partially met the targeted. goal of the analysis could have benefitted from a refresher of the academic vocabulary that. connects to optical art, Student 3 represents students in the class who require extra attention to combat lack of. motivation and persistence in completing tasks Student 3 also represents students who. struggled to grasp some concepts of the learning segment Student 3 wants to do well but has. trouble taking feedback and interpreting that feedback into what works best for his artistic vision. Student 3 wants the teacher to tell him what to do to complete his work instead of. experimenting with the techniques and materials When it comes to the development of his. artwork student 3 falls between the emerging developing category His craftsmanship is rushed. and he does not challenge himself to go beyond what he knows he is capable of. Consider what students understand and do well and where they continue to. struggle e g common errors confusions need for greater challenge. d If a video or audio work sample occurs in a group context e g discussion. provide the name of the clip and clearly describe how the scorer can identify the. focus student s e g position physical description whose work is portrayed. 2 Feedback to Guide Further Learning, Refer to specific evidence of submitted feedback to support your explanations.
a Identify the format in which you submitted your evidence of feedback for the. 3 focus students Delete choices that do not apply, Written directly on work samples or in separate documents that were provided. to the focus students, If a video or audio clip of feedback occurs in a group context e g discussion. clearly describe how the scorer can identify the focus student e g position. physical description who is being given feedback, Copyright 2015 Board of Trustees of the Leland Stanford Junior University 3 of 8 10 pages maximum. All rights reserved V4 0915, The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University Use of the edTPA trademarks is. permitted only pursuant to the terms of a written license agreement. Visual Arts,Task 3 Assessment Commentary, Evidence of feedback was submitted to my focus students through the school grading.
system Managebac Managebac is an IB software designed for planning assessment and. reporting in the IB continuum Students are able to view their grades and teacher. commentary about their class performance on any digital device using their online. managebac profile Feedback for all lessons was submitted through managebac for. students to view, b Explain how feedback provided to the 3 focus students addresses their individual. strengths and needs relative to the learning objectives measured. The feedback I provided to my 3 focus students was based on the growth they. demonstrated within their individual learning needs Feedback focused on their performance. and comprehension of the learning objectives for each lesson Written feedback submitted. through managebac was reinforced with oral feedback during student conferences. Student 1 who represents the general high achieving population of the class received. feedback pointing out elements that worked well in the piece that were beyond the scope of. the expectations Because student 1 is a higher achiever feedback was geared to. challenge her to complete an intricate detail in her design and hone in on her painting skills. VA Cr2 1 llla In the comment section I addressed the student s technical ability with the. medium when I wrote your painting shows good control of your paintbrush great. craftsmanship and a good eye for color combinations I hope to encourage her to explore. other tools and materials in the future The written feedback regarding the Op Art poetry. analysis drew attention to student 1 s incorporation of descriptive vocabulary that the class. compiled early on in the lesson which demonstrated her ability to relate her artwork to the. context of the learning segment VA Pr6 1 lla, Student 2 who represents my IEP students received feedback that addressed his. developing painting skills Knowing that the student struggled with the medium it was. important to acknowledge how his skills have developed throughout the project In his. feedback I wrote your painting skills have shown some improvement and I can see how. you tried to use the painting techniques we discussed in our one and one to make your. sculpture better With more focus and practice you will be able to develop a stronger hold on. painting With student 2 progress was very important to notate because he gets easily. discouraged when things are not turning out the way he would like My focus for student 2. was to work on the learning objective of experimenting practicing and persisting in the. construction and painting of his sculpture VA Cr2 1 llla Although he requires more. practice he showed a good range of improvement and demonstrated his ability to take. constructive criticism and direction to advance his skills as an artist. Student 3 who represents students who have a difficult time staying focused and. persisting in their work received feedback that reiterated comments about their work habits. from previous teacher check ins Because the student did not rise to the level of work I know. he is capable of my feedback discussed how what he did complete could have been more. developed In my comments I wrote I think you could have used the extra time you had in. class to take into consideration the elements we discussed and use the Op Art technique. guides to combine another design with this basic stripe pattern to create a more advanced. composition I mentioned what I thought was working with the sculpture when I said I think. your color combinations in your design are the strongest part of your sculpture and I also. provided an example of where the improvement could have happened when I wrote The. swirl you added could have been incorporated with more intention to mesh with the existing. pattern you have because it seems like a random addition This could have been achieved. by adding more swirls at various sizes Student 3 rushes through projects so that he is able. to have his own time in class but does not understand that as artists it times patience time. and persistence to create a work of art His strengths are understanding content and making. connections to the context but struggles to demonstrate good studio habits The focus for. Copyright 2015 Board of Trustees of the Leland Stanford Junior University 4 of 8 10 pages maximum. All rights reserved V4 0915, The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University Use of the edTPA trademarks is. permitted only pursuant to the terms of a written license agreement. Visual Arts,Task 3 Assessment Commentary, student 3 was to address his need to organize and develop his skill and artistic eye. VA Cr2 1 llla, c Describe how you will support each focus student to understand and use this.
feedback to further their learning related to learning objectives either within the. learning segment or at a later time, I will support Student 1 in using her feedback to further her learning by discussing the. successes in her work and how she can transfer her persistence and experimentation into. other art mediums in upcoming projects Student 1 is a strong student who grasps concepts. quickly and could be a great asset in helping build the community in the classroom Student. 1 is a quieter student in the class and is not always quick to contribute her ideas and. opinions in discussion Moving forward I would encourage her to be more vocal in class and. use her artistic strengths to be a source for her fellow classmates. Student 2 will be able to use the feedback to further his learning by continuing to focus. on his process because with practice his painting skills will advance and the product will. reach a higher level As for now his attention should be on practicing with different mediums. and finding the tricks that work for him to create the work he envisions Since student 2. excelled with one on one instruction moving forward I would partner the student with a. student like Student 1 who demonstrates strong painting techniques to work alongside. The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement Visual Arts Task 3 Assessment Commentary c Use evidence found in the 3 student work samples and the whole class summary to analyze the patterns of learning for the whole class and differences for

Related Books