Assessment Strategies

Lisa M. Stultz
MTTC
Spring 2006

Goals (Target/ Professional)	Sub-Goals (Objectives)	Type of Learning	Assessment Strategies	Feedback Strategy
1. define art vocabulary relating to Primary Colors. The students will write the new vocabulary words in their Art journal and illustrate when applicable.	1. The students will discuss the words given to determine what they know and what they need to find out. 2. The students will search for definitions of vocabulary words that they don't already know (using books and internet) and write them in their journals. 3. The students will illustrate the words if possible.	Cognitive Knowledge Acquiring Knowledge Habits of Mind Psychomotor	teacher observation student/ teacher conferencing class discussion product evaluation	Feedback will be given during the student/teacher conference
2. create a Primary Color Wheel to understand the use of pure colors, meaning colors that are not mixed.	1. The students will create a Primary Color Wheel on paper using crayons, markers or paint. 2. The students will scan their Color Wheel to be used in a flier. 3. The students will create a flier with multi-columns that includes their scanned picture. The flier will be used to invite parents to attend the showing of their Group PowerPoint presentations.	Cognitive Knowledge Information Processing Psychomotor Executing Actions	teacher observation student/teacher conferencing student self assessment checklist teacher checklist product evaluation teacher created rubric	Feedback will be given in the student/teacher conference. At the conclusion of this portion of the lesson the student will receive a copy of the product evaluation, checklist and rubric.
3. discuss master artists that used the 3 Primary Colors in their works including emotions that such works evoke.	1. The students will assign jobs for the members of their group (table) 2. The students will research their artist. Including information that the teacher has asked for with at least 2 other interesting facts. 3. The students will use the information gathered to create a 1-2 page slide presentation about their artist. 4. The students will save their work in a group folder (in the lab folder). 5. The students will combine their pages into one slide show. 6. As a group the students will decide on and create a title page and transitions for their presentation. 7. The students will burn their final presentation on a CDR	Cognitive Effective Communication Collaboration/Cooperation Application Affective	class & group discussion teacher observation student/teacher conferencing student self assessment checklist teacher checklist product evaluation *teacher created rubric	Feedback will be given in the student/teacher conference. At the conclusion of this portion of the lesson the student will receive a copy of the product evaluation, checklist and rubric.

Back to Index Page