Amber Couch
Assessment Plan
Background
My content grade level is 6th -8th grade at XX school, located in Aberdeen, South
Dakota. Aberdeen is a rural town with a population of 27,333 people a 4.8%
growth rate since the last collection of census data in 2000. The population is
broken down demographically similar to the county at large, is composed of
91.8% of White, 0.7% Afric an American, 3.6% Native, 1.3% Asian and 1.6%
Latino, and 2.0% more than one race. XXs attendance rate in 2013-2014 school
year so far is at a 95.64%.
Classroom Setting
The 6-8th grades art classroom is set up with 26 desks, facing towards the two
entry doors, with the teachers desk and white board in the middle. In the back of
the classroom, there is a supply closet, and a kiln. On the left side of the room
(upon entry) there are cupboards where the students store their projects.
Student Characteristics
There are 7 classes per day. Three 6th grade, two 8th grade, and two 7th grade.
For this assessment, it will be the first 6 th grade class of the day. There are two
students on IEP, and at least three who tested one to two points above needing
an IEP. These students need extra attention after the initial instructions, to
comprehend the visual demonstrations. Most students seem excited to be in the
class, with only a few needing extra motivation to complete assignments.
Instructional Implications
Since there are two students on IEP and a few students who are barely above
one, I will seat these students close to the front were it is easy to see my
demonstration. I will also give handouts with examples on them for visual
inspiration. I can accommodate their needs by doing a more guided practice
exercise, where alls students do the first tile with me. Some students in class are
of Native American decent. I encourage them to express their heritage with the
option to create textures, patterns, or images that relate to their cultural heritage
if it is their choice, and share it with the class.
Before Instruction: Pre/Post Assessment
Students will take this short multiple choice test to check their prior knowledge.
Objective: To gain knowledge of the process of ceramic sculpture production, to
know the different stages of clay during the drying process, and gain the ability to
manipulate clay surfaces using various forms of texture which will be showed by
completing projects, which follow the rubric.
Name: ____________________________________________Date_________Period__
What I know about Clay.
1) We wedge clay because:
A) It prevents air bubble in the clay.
C) It makes a nice slab.
B) It is like kneading doe.
C) My teacher makes me do it.
2) Greenware is:
A) Fired Clay
C) Dried to consistency of leather
B) Completely dry clay.
D) Green clay.
3)Bisqued Clay is:
A) Fired Clay
C) Dried to consistency of leather
B) Completely dry clay.
D) Green clay.
4) Leather dry clay is:
A) Fired Clay
C) Dried to consistency of leather
B) Completely dry clay.
D) Green clay.
5) Bone dry clay is:
A) Fired Clay
C) Dried to consistency of leather
B) Completely dry clay.
D) Green clay.
6) Slip is:
A) wet clay that is like paste
C) used to add a finish to ceramics
B) an undergarment
D) A tool used in carving
7) A Kiln is:
A) Used to fire greenware/bisque ware
C) a clay glue
B) Used to roll clay in a slab
C) A texture tool
8-10: Short answer:
Culture(s) who have used tiles in the past or present are:
Texture is created by:
A sculpture is:
Total____/10
3. Plan of instruction
Time: 2 classes
Summary: This lesson is an introduction to ceramic clay and a ceramic clay
studio. The student will make several tiles exploring the element and principles of
design.
Rationale:
According to Piaget, students in this age group are leaving the concrete
operation stage, and are entering into the formal operational stage, and can think
abstractly. Students in this age group are trying new things. This project allows
students to explore a new media, and see connects to past cultures and other
industries.
Objectives: Behavioral
1) To gain knowledge of the process of ceramic sculpture production, to know the
different stages of clay during the drying process, and gain the ability to
manipulate clay surfaces using various forms of texture which will be showed by
completing projects, which follow the rubric.
2) To see how cultures have used these techniques across the world and through
time, by explaining how their techniques are similar to their own work at the end
of the lesson.
Assessments:
Pre-assessment: Multiple choice and short-answer pre-test
Assessment:
The rubric attached will explain how their projects will be assessed.
The performance task of making tiles
I will do some informal assessing by observing the students effort put into
their projects.
National Standards:
NVA 1: B) Know the differences between materials, techniques, and
processes.
NVA 4: C) Demonstrate how history, culture,and the visual arts can
influence
each other in making and studying works of art
Materials:
Wet ceramic
Leather
Photos
of
clay
Hard Clay
tiles
from
Clay tools
Bone
dry
various
cultures
News paper
clay
Bisque clay
Wood
Sponges
boards
Pencil and
Paper
for
sketching
Plastic bags
Spray
bottles
Photos of
tiles
from
other
cultures
Vocabulary:
bisque - is clay that has been fired but not yet glazed
ceramics - are objects created from stoneware, porcelain or terra cotta
clay - soil, water and sand
fire - is the name for the heat that is used in a kiln
glaze - a glass paint used on pottery
kiln - a special oven used for hardening clay
green ware - pottery that is not yet fired in a kiln
leather hard - the hard condition of clay when it is almost air-dry
sculpture - a three-dimensional art work
slab - a evenly rolled or pressed layer of clay
Slab roller- used to make even measured slabs of clay
slip - a liquid clay used to glue two pieces together
texture - press into the clay surface with objects to create a pattern, design
or rough surface
Pre-Assessment:
The pre-assessment will be a multiple-choice worksheet that students will fill out
prior to instructional input.
Assessment:
Students will follow the rubrics standards for making their tiles. They will also
retake the pre-assessment to check for understanding. Teacher will make
changes to next lesson in the unit to reinforce subjects not mastered.
Anticipatory set:
1. Teacher begins class by introducing self, and what his/her favorite hobbies
are.
2. Ask students their name, grade, and favorite art activity or hobby, and why
they chose to take this class. Also ask if they have played with clay before.(510min)
3. Give students pre-assessment.
Instructional Input:
Modeling and Guided Practice: Intro to studio and clay
Teaching strategy: Show students the correct techniques, by modeling.
[Link] pre-assessment with students, and ask if they had any questions
about any terms.
[Link] students around the studio, and explain what the various tools are,
their dangers, and uses.(5 min.)
[Link] students the two methods of wedging clay: Multiple layering (cut,
stack, slam), and kneading.(2 min)
[Link] students how to roll a slab on the rolling mill, and by hand. (2 min)
[Link] students to pre-set table with several examples of clay tiles in various
drying stages, with some tools. Explain the various stages of clay as it dries,
and when its ready to fire.(3-4 min)
[Link] the slab just rolled, cut out a few tiles (3in X 3 in.) and apply texture
with tools, stamps, and other texture-crating material. (2 min)
7. Add some clay to the surface, showing the additive method. Carve away
some clay from the surface, showing the subtractive method.(1-2 min)
Checking for understanding:
1. Assess student understanding by asking if students have any questions.
2. Chose students at random to answer what two methods of wedging are.
3. Ask if students understand the steps of wedging, and how to use the rolling
mill.
4. Go over any topics students appear to have trouble with.
Guided practice (approx. 30min)
Teaching strategies: Encourage laisse fair for tool introduction, so they learn
what works and doesnt work.
1. Take to work table, and have students roll a slab and cut out a few small tiles
to add texture and patterns.
2. Encourage students to play with tools to feel the various stages of clay, to
become familiar with the clay in various stages (laissez fair)
3. Students experiment with texture on clay, learning how tools move in clay.
(laissez Fair)
4. Teacher gives advice on depth and how to cut in clay.
5. Tell students what to do if they cut too deep (add slip or wet clay and
smooth), and how to erase mistakes with a little water and their fingers.
6. Make sure to tell them to have a minimum of four tiles.
7. While students work, tell them how in Mesopotamia, the fist known city, used
tiles to decorate their buildings.
8. While students work, tell them how in Mexico and other South American
cities, ceramic tiles are still popular today. Show them pictures wile they
work.
Independent Practice:
Students will draw a sketch one thing thats important, one thing they like, in the
shape of a tile for the next class.
Closure: (last 15 min, or last class of lesson)
Teaching strategies: Have students preform a critic of their own works, and
compare it to ancient styles in a short paragraph for homework. They will see
connections between past cultures and their current world this way.
[Link] students to cover their work with plastic, and start clean up (5 min)
[Link] them to clean their work areas.
3. While they clean, ask students what Additive and Subtractive methods mean.
4. Ask students questions about the lesson, as they sit at their desks:
How do you check for air bubbles?
What worked and did not work for adding texture?
Ask students to explain the various techniques and designs that ancient
people used.
Ask them which ones are similar to their own designs and why, and to turn in
self critic for homework the next class, and remind students that they will be
taking the same test as a post-assessment.
MI:
Spacial: Students have to see how thick, thin, and textured to make tiles.
Kinesthetic: Students physically move around the class room, and wedge clay.
During Instructions:
I would observe students working, and see who is struggling with what
techniques, and redemonstrate in an alternative way if there is a technique the
students are not understanding. I will informally assess student understanding by
periodically ask questions while students are working.
Ancient and Contemporary Photos
Assyrian/Mesopotamian tile 900-700BC
Mesopotamia cylinder seal tile
Contemporary Tile Examples
Kitchen Tiles
from Mexico
Sources
1. Ancient Tiles: [Link]
2. Contemporary tiles:
[Link]
Name_____________________________________Date__________Period___
Ms. Couch
Rubric
Clay Tiles
CATEGORY
5
Creativity
of Student was able
tile
to
make
an
impression in clay
that
creates at
least 3 textures
and two patterns.
*Mastery*
4
Student was able
to create a 2
textures and 1-2
patterns in clay,
but needed a little
help
3
Student
had
some difficulty in
trying to create a
pattern,and
needed coaxing
in order to get
one texture and
one pattern
2
Student had a lot
of
difficulty
in
wanting to make
the tile. Coaxing
was required on a
constant bases, or
has only 1 pattern
or texture.
overall
neatness
Time and effort
Student was able
to create neat and
clean
pattern/texture
and kept used
materials in the
appropriate
manner
and
cleaned up after.
*Mastery*
Class time was
used wisely and
much effort and
planning went into
the tiles texture
and pattern.
Student was able
to create pattern,
but
was
not
pressed
down
enough.
Had
trouble
using
materials properly
and left work area
unclean.
Class time was
used wisely but
could have put a
little more effort
into making tile.
Student
had
some
difficulty
wanting to create
tiles and was
reminded how to
use
materials
appropriately and
to
clean
up
his/her
workspace.
Class time was
not always used
wisely, and used
little effort for
making the tile
could have been
used
a
little
better.
Student was not
willing to complete
his/her
tiles.
Materials were not
used correctly and
work space was
not cleaned up.
Class time was not
used wisely and
not very much
effort was put into
the students tiles.
Total:______/
After Instruction
The day after we complete and informally critic our tiles, the students will take the
post-test.
Pre-test
Pre-test: Mean: 7.25
Post Test: Mean: 8.95
Median: 7 Mode: 7,6
Median: 9 Mode: 9,8
Here, you can see a clear improvement of learning. The pre-test scores went
from five-ten. In the post-test, it is clear that the students went up to eight-ten.
That is an improvement of at least two or more points for a majority of the class.
The pre-test indicated that many students had basic clay knowledge, but not
much technical or historical knowledge. After the lesson, the students gained
understanding of clay materials and processes, along with historical and cultural
significance as well. The improved scores supports that the student learning
objective was achieved.
Self Reflection
Looking upon the post-assessment results, I feel that my test is valid. The lesson
and assessments were aligned, and the lesson went over all the key terms and
subjects covered on the pre-test. They learned the vocabulary terms, learned
about ancient cultures, and how it relates to cultures today. The performance task
of making textured tiles showed their depth of understanding. I modeled how to
do the task with the students, and did guided practive with my students who were
IEPs.
The two students who were on IEP, along with the few who were just above,
could have effected my validity. I was surprised to see that they did quite well on
this lesson, and learned the vocabulary well due to reinforcement. The
accommodation I arranged for them was to read the questions out loud, and
allow extra time.
My experience with assessments have been pretty positive. Taking the preassessment into account, along with informal observation, I can differentiate my
lesson for students who are struggling in understanding. I not only let them see
the important information on the pre-test, but then go over it during the lesson
and stress its importance. I then reinforce the knowledge with guided practice or
independent practice, so that it appeals to more than one MI. The performance
task is weighted more because I feel it shows students understanding of the
information better than the assessment. It also gives students of other
intelligences a chance to show me their knowledge and abilities.
