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It is important to note that this is a mainstreamed class, and work samples are included from students with a range of ability levels -- including autistic children. The assessment tools used for this unit fall into three categories:
1. Research Reports: use of the Internet, depth, quality, sensitivity of analysis and interpretation shown in responses to assigned research questions in Lesson #1.
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2. Student Performance Assessment: where students are judged against a list of criteria for this type of work. Art is a very personal subject and difficult to grade. Teacher based assessment of many lessons on overall criteria including the following: How well did the student follow instructions? Did he use his time effectively? Did he reach his goal or lesson objective? How creative was this student in his design? What specifics were utilized as far as craftsmanship? Overall appearance accounts for most of the grade, as well as the effort the student has applied. Using a grade of 85% as a mid-point, teacher grades accordingly as warranted.
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3. Evaluation Assessment: most effective when students have had time to practice giving constructive feedback. Teacher would spend one period on a class evaluation and display all completed artwork at the front of the classroom. Teacher would then write five evaluation questions on the board, or at times, ask the questions orally. Giving the students approximately half the period to record their answers, class would then review and discuss, and critique one another’s work. The evaluation questions for this unit would be:
- 1. What is modern art?
- 2. Name two modern artists you’ve learned about while working on this project and tell what they were famous for.
- 3. Why are these chairs considered a “portrait” of the artist? Explain.
- 4. Tell what you know about Vincent van Gogh and Paul Gauguin when they lived and worked together in the south of France.
- 5. Which chair do you like best and why? Can you tell “Who’s Been Sitting In My Chair”?