Msad 15 Performance Assessment Design Template
Unit Components
All documents should be created as .doc files. Please note, documents made in Pages do not translate into .doc if they have tables, graphics, or template settings. It should be possible for students to open all files on any computer. The footer of all documents should show MSAD 15. Every file should include the identification number for the learning target or standard. It is recommended that students learn to include this with their name if it is not already on the document.
Date: 2011Unit Creator(s): Flo Islinger
Learning Target/Standard/Unit/Task: VA.01.CPS.01 - Application of creative process: Students identify and demonstrate creative problem-solving skills. a.Improvise to solve problems in the performing arts. b. Imagine and share possiblesolutions to apply to challenges in creating art.
Please include all items listed below. Record them in sequence. If electronic files, please identify the sequence of the files.
Assessment Tool
Rubric
Matrices with associated checklists or files
Resources or links
Introductory set
Exemplars of each item
MSAD 15
MSAD 15 PERFORMANCE ASSESSMENT DESIGN TEMPLATE
Design backwards. First determine what will be assessed and how it will be assessed.
Content Area: Visual Art / Unit/Topic: Flexible (can be unit-specific or a culminating cross unit assessmentMeasurement Topic or Standard ID# to be assessed: VA.01.CPS.01
Guiding Principle ID# to be assessed:
Cognitive Strategy ID# to be assessed:
College Transition ID# to be assessed:
What two or three big ideas, goals or objectives will guide student inquiry?
Written essential CONTENT AREA STANDARDS that will students know, be able to apply, and be assessed on at the end of this study?VA.01.CPS.01 -Application of creative process: Students identify and demonstrate creative problem-solving skills. a.Improvise to solve problems in the performing arts. b. Imagine and share possiblesolutions to apply to challenges in creating art.
GUIDING PRINCIPLES: What Essential Work Habits and/or Comprehensive Performance Skills will students develop?
Essential Work Habits
A clear and effective communicator
Self-directed and lifelong learner
Comprehensive Performance Skills
Creative and practical problem solver
Responsible and involved citizen
Integrative and informed thinker
COGNITIVE STRATEGIES: What will students be able to do as a result of this study?
Problem Formulation / Communication
Hypothesize / Organize
x / Strategize / Construct
Research / Precision/Accuracy
Identify / Monitor
Collect / Confirm
Interpretation
Analyze
Evaluate
COLLEGE TRANSITIONS (If applicable)
Social/identity issues in transition / College types and missions
Career pathways / Affording college
College culture / Relations with professors
Admissions Requirements
Rubric: Begin by creating a rubric that articulates how you will see evidence of the standard(s). Is the rubric specific enough to be understood by all and general enough to apply to more than one product?
Design the performance assessment:
Describe the performance assessment prompt(s).Creation of an art product using creative problem solving skills.
Describe formative/on-going assessments/other summative assessments that relate to this assessment.
Teacher student check in: Student response to constructive criticism
Describe the criteria for the performance assessment(s) of the Content.
Idea development/planning
Creative problem solving
Completed original work
Describe the criteria for the assessment(s) of Guiding Principles, Cognitive Strategies, and/or College Transitions.
Organization and Construction
Voice and Choice: How have you included student choice and voice in this assessment?
Students make choices to make their products original within the lesson guidelines.
Differentiation: How might you adjust the content, process, or product to support struggling students in the assessment?
Assess across proficiencies: Does the rubric clearly assess what was taught in the content, the Guiding Principles, the Cognitive Strategies, and the College Transitions?
MSAD 15
MSAD#15
Title: / Subject: Visual Art / Grade: K-2, span 1Topic: / Designers: Flo Islinger
Stage 1 – Desired Results
Established Goals: Maine Learning Results (what will you measure)
VA.01.CPS.01 -Application of creative process: Students identify and demonstrate creative problem-solving skills. a.Improvise to solve problems in the performing arts. b. Imagine and share possiblesolutions to apply to challenges in creating art.
Understandings
Students will understand that... / Essential Questions
How can the Visual Arts be used as a tool to creatively solve problems?
Knowledge
Students will know... / Skills
Students will be able to...
Stage 2 – Assessment Evidence
Performance Tasks
Creation of an art product using creative problem solving skills.
Stage 3 – Learning Plan
Learning Activities: WHERETO
Where are we going?
How will we hook and hold student interest?
E how will we equip students for expected performance
R how will we help student rethink and revise?
E How will students reflect and self-evaluate their learning?
T How will we tailor learning to varied needs, interests and styles?
O How will we organize the lesson and sequencing the learning)
MSAD 15
Name: ______Date Started:______Date Completed:______Measurement Topic:
4
Proficient with Distinction / 3
Proficient / 2
Partially Proficient / 1
Emerging
The learner infers or applies the learned concept in an advanced manner or in an authentic situation. / The learner understands the targeted complex ideas and concepts. / The learner knows the foundational simple details and processes of the concept. / Needs help to show the foundational details and processes.