Explanation of Assessment Grading Criteria and Scoring: The Pre and Post Assessments (same document for both assessments) that we created were developed with questions about topics from each lesson in our unit plan. The questions relate to the unit goals, lesson objectives, state standards, and grade level expectations. The goal of this assessment in the classroom was to assess student knowledge in the classroom, and to see if they learned the concepts and improved on their initial score. Our unit covered topics such as transformation, two - dimensional vs three - dimensional works of art, multi-media, marionettes and manipulation. We gave the students the same test at the beginning and end of the unit.
Pre and Post Assessment Test (Pre and Post Assessment Tests are Identical): See the link the the document at the bottom of the page.
Below is a chart of the grades from the two assessments. The pre-assessment is shown in blue and the post assessment is shown in red.
Discussion of Pre and Post Assessment Results: The graphs above show the results of the class as a whole and then the results of the 4th and 5th graders separately. The 4th graders showed more improvement on their results then the 5th graders. This could be because the 5th graders this year said they did something similar with their art teachers last year, when they were 4th graders. Even though they did not do the same projects, they may have been learning the same concepts and ideas in the earlier unit. The 4th graders may have been working on different concepts with their art teachers in the past. This could explain why their results are different from the 5th graders. This assessment does not show the quality learning that happened within these lessons during the semester. The results of these assessments address basic ideas, and they only cover vague topics that students already had prior knowledge about. I wish we could have created another assessment at the end that would have accessed more relevant topics that were utilized in our unit. This assessment would have been more useful if it was directed to a younger age group, and not to the fourth and fifth graders.
Break down of each student's scores from the first and second test:
Student 1 - Had the exact same results with both tests. He has a difficult time focusing usually, but was able to focus and achieve a 100% on both tests.
Student 2 - Remained the same on both tests with a 90%. On the pre-assessment he got the last question wrong, but correctly answered on the post-assessment. This question asked what a marionette was. On the post-assessment he answered wrong on the question involving manipulation. I believe this was because he did not pay attention during the test.
Student 3 - Had the exact same results with both tests, scoring a 100%. This student is really high achieving and probably was not challenged enough by the test.
Student 4 - Remained the same on both tests with a 90%. On the pre-assessment this student missed the question about animal features. We did not think this question through and decided that this question would be thrown out. On the post-assessment, this student missed the question about mixed media. We did not cover this term in depth, so misinterpretation of this question was possible.
Student 5 - Had the exact same results with both tests, scoring a 100%. He often times was off task, but this test demonstrates how when he focussed, he could get a lot accomplished, well.
Student 6 - Had the exact same results with both tests, scoring a 100%. This student is really high achieving and probably was not challenged enough by the test. She was constantly doing extra work throughout the unit and even included extra things in her sketchbook such as cloth samples for her marionette.
Student 7 - This student showed so much improvement during our time spent at the lab school. On the pre assessment he missed one question that was the confusing animal feature question. On the post-assessment he scored 100%. At the beginning of the unit he was easily distracted and hesitant on projects, but later blossomed into a student who took on greater challenges and executed the ideas from his mind, to the artwork.
Student 8 - This student made a slight improvement between the pre and post assessment, but still missed a question on the post assessment. She often worked in groups, and therefore had some struggles when working alone.
Student 9 - This student missed a question on the pre-assessment but scored a 100% on the post-assessment. This student was really high achieving and always asked the teacher if she had any confusion within the unit.
Student 10 - Had the exact same results with both tests, scoring a 100%. This student is really high achieving and probably was not challenged enough by the test. At the beginning of the unit, this student presented several behavior issues because he was distracted by several of his peers. However, when he was engaged in a project we gave him, he excelled.
Student 11 - Student 11 was not here for the pre-assessment, but was here for the post-assessment and scored 100%. Unlike the majority of the classroom, this student was fairly well behaved at the beginning of the unit, then became increasingly impatient and disruptive in the class. Still, this student quickly grasped all of the concepts we presented throughout the unit, and even helped others problem-solve.
Student 12 - This students unfortunately scored low on the pre-assessment and was taken out of the lab school halfway through the unit. This was unfortunate because he was showing so much improvement as the class progressed.
Student 13 - This students unfortunately scored low on the pre-assessment and was not present on the day of the post-test. His scores would have most likely improved because he showed great improvement with each lesson.
Student 14 - Was not present for the pre-assessment or post-assessment. If she would have taken the tests I'm sure she would have passed with a 100% on both tests. The few times she was in class she finished projects in half the time of the other students.
Student 15 - Student 14 showed a slight improvement between tests. He scored an extra point on the post-assessment, but did not score 100%. On the pre-assessment he missed two questions because he was unsure of the definitions of two-dimensional and three-dimensional artwork. On the post-assessment he got these questions right, but missed the question on mixed media. Although this question was not covered in depth during the unit, I believe he missed this question due to the format of the final test.
Student 16 - This student would have scored a 100% on both tests, but missed the questionon the pre-assessment that involved animal features. She circled the two answers that could be potentially correct.
Student 17 - Had the exact same results with both tests, scoring a 100%. This student was very high achieving and was probably not challenged enough by the test. She often works in groups, but produces a better quality of work when working individually. Student 18 - Scored a 90% on the first test and 70% on the second test. These results were very surprising to me because on the first test she would have received 100% if we threw out the ambiguous question, but after further observation it seems this student received a lower score on the post-assessment because of the format of the test. The test was taken in their sketchbooks by writing down the correct letter, instead of being given the test to circle the right answer.
Strengths and Weaknesses of Assessment Plan: This assessment plan, as mentioned above, was created prior to the development of our unit topic and lessons within the unit. It does not adequately measure student learning. Our questions did address topics that were in our lessons, but after the unit was done, we realized that we could have asked much better questions about better essential understandings than what we did. This test does not show much progress in the classroom, but I know there was a lot of student growth this semester.
Another factor contributing to the inability of these assessment tools to measure student learning is the age-appropriateness of the documents. We created the pre assessment without a clear understanding of the capabilities of fourth and fifth grade students in regards to test-taking or their previous knowledge. Because our results show that nearly all of the students got nearly perfect marks during the pre-test, we obviously knew that the test was too easy for them.
To modify this set of assessments and to create a more effective tool to measure student learning, it is necessary to take into consideration the goals, standards, objectives and grade level expectations addressed within the unit. The questions asked of the student should clearly relate to the concepts being taught and the method of assessing the students must be age-appropriate. Now that I am more aware of how to use an assessment tool like this in the classroom, I will utilize it more effectively in the future.