Two generic assessment models are presented here: portfolio assessment and student's self-evaluation. Examples of possible evaluation scales, applicable to these assessment models as well as a number of others, are also presented.

Portfolios

An assessment portfolio is an organized collection of student work used by both the student and the teacher to monitor growth in the student's knowledge, skills, and attitudes in visual arts. Portfolios help students and teachers to:

• assess the learning of course materials
• assess the development of skills and of the creative process
• share in the ownership of the learning and assessment processes, becoming actively engaged in both
• see growth over time
• reflect on work over time
• reflect on work at hand in order to improve subsequent work
• increase students' self-confidence by building on successes
• judge work through an ongoing visual and verbal dialogue

• create a dramatic work demonstrating an awareness and experience of several of the basic elements and principles of the discipline used
• create a dramatic work demonstrating the use of the basic elements and principles of the discipline to communicate specific ideas, moods, or feelings
• create a dramatic work demonstrating the use of strategies for developing an artistic image or idea
• develop the vocabulary for the discipline studied
• identify, describe, analyse, interpret, and make judgments about the basic elements and principles used in a variety of artworks
• create a dramatic work that reflects an understanding of the impact of social, cultural, and historical contexts
• identify, describe, and analyse cultural or historical styles as represented in a variety of artworks
• critique a work of art, relating its content to the context in which it was created
• create a work of art expressing students' own ideas, thoughts, or feelings
• create a work of art for a specific public need (e.g., advertising, public ceremony, or social cause)

A portfolio is a collection of work that represents student progress. Therefore, it is important that a final portfolio assessment represent this progress, not simply the best of students' work.

The following criteria could be presented to students for use in selecting and presenting their portfolios for teacher assessment:

Your portfolio should be presented in a careful, well-organized manner, displaying your work to best advantage.

1. Select three pieces that show your best work this term. On the back of each piece, attach a brief description of what you were trying to express, the elements and principles of design you emphasized, and a consideration of how well you used the media.

2. Include a piece that does not please you. Write a short description suggesting improvements.

3. Include examples of your planning or research. These could include sketches, photographs, notes, resources, and so on. How did you use them to make your artwork original and effective?

4. Include any works in progress. What are your future directions and plans for completion?

5. Summarize your progress this term. What are your goals for future artwork?

Evaluating the Portfolio: A Holistic Scoring Model

The following descriptors are suggested as a basic three-point scale which could be expanded. For example, using a five-point scale would allow teachers to evaluate more subtle distinctions without having to write further descriptions. (See Evaluation Scales below for an example.)

3-In a portfolio that demonstrates clear evidence of success, the student:

• demonstrates completion of well-developed artwork and excellence in craftsmanship
• shows original thinking and fluent application of image development strategies in planning
• independently sets personal goals based on a thoughtful evaluation of his or her own work
• demonstrates problem-solving skills
• demonstrates command of visual arts vocabulary in written work and discussion
• demonstrates a basic knowledge of the elements and principles of design in work at hand
• can systematically critique the artwork of his or herself and others
• has a thorough knowledge of the historical or cultural precedents appropriate to the work at hand
• communicates thoughts, feelings, and knowledge effectively through his/her artwork
• demonstrates originality
• presents a portfolio that is complete, well-organized, and effectively presented
• over time demonstrates significant personal growth in visual art through work

• shows substantially completed artwork and demonstrates some skill in craftsmanship
• shows some understanding
• applies image development strategies in planning in order to create original work
• sets personal goals, with help, based on evaluation of his or her own work and demonstrates basic problem-solving skills
• uses basic visual arts vocabulary in written work and discussion
• demonstrates a basic understanding of the elements and principles of design in work at hand
• understands the basic critiquing process and can apply it adequately
• refers to historical or cultural precedents appropriate to the work at hand
• communicates thoughts, feelings, and knowledge effectively through artwork
• shows some original elements
• presents a portfolio that is complete, reasonably well organized, and in which most pieces are effectively presented
• demonstrates personal growth in visual art over time

• shows incomplete artwork and demonstrates weak skills and craftsmanship
• shows little evidence of planning and a limited understanding of image development strategies
• has difficulty and little interest in setting goals, evaluating his or her own work, or problem-solving
• has a limited visual arts vocabulary and has difficulty with written work and discussion
• demonstrates little understanding or ability to use the elements and principles of design in his or her own work
• has difficulty applying a critiquing process
• shows little understanding of historical or cultural precedents appropriate to the work at hand
• seldom communicates effectively through artwork
• includes work that is stereotypical, copied, or has few original elements
• has a disorganized, incomplete, or ineffective portfolio
• demonstrates little or no growth in visual art over time

Students self-evaluation can be a useful part of all evaluation. Students could use the following model in a variety of contexts, including portfolio evaluation. It is based on criteria relating to the following prescribed learning outcomes:

• create a work of art that reflects an understanding of the impact of social, cultural, and historical contexts
• create a work of art demonstrating the use of strategies for developing an artistic image or idea
• create a work of art demonstrating an awareness and experience of several of the basic elements and principles of the discipline used
• identify, describe, analyse, interpret, and make judgments about the basic elements and principles used in a variety of art works
• create a work of art demonstrating the use of the basic elements and principles of the discipline to communicate specific ideas, moods, or feelings
• develop the vocabulary for the discipline studied
• create a work of art expressing the student's own ideas, thoughts, or feelings

3 - I succeeded, I understood

2 - I managed, I understood eventually

1 - I struggled, I didn't understand

0 - I didn't try or complete my work

Criteria Scale

1. I planned my artwork by manipulating source material.

     3     2      1     0

2. I studied historical precedents related to my work.

     3     2      1     0

3. I used tools and equipment safely and skilfully.

     3     2      1     0

4. I made effective use of the elements and principles of design in order to reinforce the message of the piece.

     3     2      1     0

5. I can describe the processes I have used in completing my artwork.

     3     2      1     0

6. My artwork is effective and original.

     3     2      1     0

Evaluation Scales

The following examples are two possible evaluation scales for all the outcomes listed under the curriculum organizer for Creating/Performing/Communicating.

Five-point scale (adapted from that used in the International Baccalaureate, art and design evaluation)

5 - the student works independently on imagery that is consistently personal, inventive, and original
4 - the student works individually and often uses original solutions and ideas
3 - the student has explored some aspects of personal imagery and has some success in expressing ideas and feelings
2 - the student can work with some independence and parts of the work show some originality and imagination
1 - the student needs constant direction and the work is unimaginative, unoriginal, and unstimulating

Three-point scale (courtesy of Delta School District)

3-Maturing: The student's work has communicated an effective personal and original visual statement. The student has developed a complete image through image development strategies.

2-Developing: The student's work contains evidence of a personal visual statement. There has been some development of the image through the manipulation of specific strategies.

1-Beginning: The student's work as a visual statement is neither personal nor original. The image development is weak and shows little evidence of the use of strategies.

Formal Reporting of Student Learning

Legislation requires that teachers provide parents with three formal reports each year. Letter grades are used to indicate a student's level of performance in relation to prescribed learning outcomes. Grades may be assigned for an activity, a unit of study, a term, at the end of the year, or at the completion of a course or subject. The following are guidelines and suggestions for assigning letter grades for an activity or project.

1. Learning outcomes for the activity and unit are identified to make clear what the student is expected to know and be able to do.

The provincial curriculum prescribes broad learning outcomes. From these, the teacher establishes more specific outcomes for the learning activities.

2. Specific criteria for the unit and activity are established.

It is helpful for students to be involved in the establishing of criteria. In this way they understand what is expected of them.

3. Different levels of performance or models are developed.

Students are more likely to be successful when they clearly understand the criteria and the level of performance expected.

4. Students participate in learning activities to allow them to practise the skills and acquire knowledge they require.

Feedback is provided to help students continue their learning. Practice exercises help students meet the criteria and achieve the expected levels of performance. The results from practice exercises support students' learning, but should not be used as part of the term evaluation or final letter grade.

5. Students are given opportunities to demonstrate their learning.

Teachers may have students represent their learning in a variety of ways. Assessment data is collected from tests, teacher observations, conferences, students' self-assessments, written assignments, the examination of students' portfolios, and performance tasks.

6. Students' levels of performance are evaluated in relation to the criteria.

The evaluation of each student's performance is based on the assessment data collected and is compared to the established criteria.

7. The teacher assigns a letter grade for a set of activities.

The letter grade indicates how well the criteria were met. Teachers often include written feedback to students along with the letter grade. In this way students gain information necessary to continue their learning.

Table of Contents

Province of British Columbia
Ministry of Education
Curriculum Branch © 1995 Copyright

Maintained by: Fine Arts Coordinator

Revised: April 1995

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