P3 of the Seattle Pacific University (SPU) HOPE principles states that a teacher needs to practice effective teaching by implementing standard-based assessment [1]. To me, this means that as a teacher candidate I am expected to give assessments to students [1]. Many of the standard based assessments are much easier to demonstrate in the two-dimensional form. As a ceramics teacher, it is difficult to stick to a “traditional” standards-based assessment because many parts of a ceramic art class do not require writing or test taking.

However, with my experience I have learned to develop a series of quizzes, exit slips, and classroom exercises that align more closely to standard-based assessment [3]. Before I was an intern in my classroom, there were no tests that aligned with standards. To remedy this, at the beginning of the year, since there was an emphasis on the Teacher/Principle Evaluation Program (TPEP) there had to be a pre- and post-assessment for all art classes in the district. I was lucky enough to participate in creating this pre-assessment. We decided the easiest way to adhere to standards-based assessment was to use a word bank. This would provide us with a test that could be given to every student. This way there could be a numerical value given to the test and answers were either right or wrong. The pre-assessment was something that would give us an idea of where are students were coming into a basic ceramics class, but not affect their grade [2]. When administered first semester, students we tested scored an average of 9.07 questions correctly out of a 20 point quiz. After a semester of teaching, these students were tested again and they averaged 18.22 out of 20. This was one way to test students understanding of the standards, but I wanted to expand and deepen their knowledge [4].

I pushed for formative assessment to be incorporated into the classroom lessons [6]. Originally, many students had a summative assessment. To me, this did not give the students a chance to improve their understanding. To help students continue to learn about ceramic concepts and vocabulary, I frequently am asking students to verbally explain their projects during critique. Critique is a tool used both formally and informally. Informally would be seen as just a quick peek at a project and giving suggestions where as a formal critique is a time where the students evaluate each other. This is an opportunity to look over the final piece and suggest recommendations for the future [5]. During these critiques, I prompt my students to explain to me why they gave themselves the grade they did and specifically what was good and what was bad. These discussions have allowed students to gain an understanding of movement, line, symmetry, balance, and many other important elements and principles of design.

Attached below is an example of a critique done by a student and also their final grade sheet with Standards attached [3].

front of critique

back of critiqye



One thought on “P3

  1. Carly,
    You are correct when you state that the pre-assessment should not effect a student’s grade in the class; the purpose of a pre-assessment is to collect baseline data about the knowledge of your students. This data then guides instruction. Your students should perform better on the summative assessments this month.
    To improve this blog before submitting to Share Point, I’d like to encourage you to attach a blank copy of the pre-assessment as well as student copies of the pre-assessment as well as summative assessment to show improvement. I love the formative assessments throughout the course. Good work!

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