Introduction To 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 areas. Inform 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 administration assessment task scoring rubrics additional resources Our 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,
Creating The student demonstrates a thorough understanding of the elements of visual arts by meeting all four of the following requirements: Draws the eggs, the nest, the tree’s branch(es) and bark, and the background realistically. Draws a close-up view of the nest and eggs as the focal point (emphasizing foreground). Uses at least two different textures throughout the composition. Uses at least five different values/shades throughout the composition to create the representation of 3-D form. The student demonstrates an adequate understanding of the elements of visual arts by meeting three of the four requirements listed at left. The student demonstrates a partial understanding of the elements of visual arts by meeting two of the four requirements listed at left. The student demonstrates a minimal understanding of the elements of visual arts by meeting one of the four requirements listed at left. The student demonstrates no understanding of the elements of visual arts, having met none of the requirements listed at left. Responding In his/her response, the student demonstrates a thorough understanding of the creative process by meeting at least four of the following five criteria: Identifies and describes the texture(s) used for each feature and explains how each of two required textures made the features appear more realistic. Identifies the location of the darkest value in the drawing and explains why she/he selected this location for the darkest value. Explains how he/she effectively used value on at least one main feature (eggs, nest, tree branches/bark) to represent form. Explains the two ways that she/he made the nest and eggs the focal point in the foreground of her/his drawing. Explains at least one way that he/she made the background features appear as though they are in the distance of his/her drawing. In his/her response, the student demonstrates an adequate understanding of the creative process by meeting three of the five criteria listed at left. In his/her response, the student demonstrates a partial understanding of the creative process by meeting two of the five criteria listed at left. In his/her response, the student demonstrates a minimal understanding of the creative process by meeting one of the five criteria listed at left. In his/her response, the student demonstrates no understanding of the creative process, having met none of the criteria listed at left. Assessment Rubric Scoring Notes
The following scoring notes should be used as guidelines when scoring this item. Eggs should be oval or round, modeled to show ovoid form and proportional to the nest to be considered “realistic.” Eggs should not look cartoonish or flat. Students are expected to indicate a smooth texture for the eggs. Nest shape should be proportional and consistent with viewpoint. It should not be geometric. Branches should diminish in size as they progress toward the branch ends. They should also have organic shapes. A grouping of leaves creates a repeating pattern and is not necessarily a texture. The foreground should occupy a significant portion of the page. The nest should be located in the foreground and should be large enough to clearly show details of the nest and eggs. A different direction of lines may constitute a new texture. The white of the paper may be counted as one value level only when used as a highlighted area, such as light reflecting on the surfaces of the eggs. Optional—The student’s scores may be recorded on the cover, on the response page, or on the rubric pages to satisfy individual documentation preferences. Response Sheets Student’s Name/ID# _____________________________________________ Grade Level _________ (circle number) Creating Score 4 3 2 1 NS Responding Score 4 3 2 1 NS Responses Respond to the following prompts to explain to the editor how you met the magazine’s requirements when you created your drawing of the nest. In the following table, identify and describe the texture(s) that you used for each feature. Then, explain how each of the two (2) or more required textures make