Student Work Analysis Protocol

Subject Area: _____ART________

Grade Level: ______9-12________
Formative or Performance Task: _____Pre- and post- assessment and
handout_______

A. Reaching Consensus about Proficiency

I.
Students were asked to write down what they knew about
critiques and what shouldnt happen during a critique. At least
two responses should have been recorded for each question.
The standards that were being assessed were; Standard 1, GLE
#1: Visual art has inherent characteristics and expressive
features. Standard 2, GLE #1: Reflective strategies are used to
understand the creative process. And GLE #3: Interpretation is a
means for understanding and evaluating works of art. What I
consider to be a proficient response on this assessment is:
Constructive feedback on work of art the artist made, a way to
help me grow as an artist and explain my process of my artwork.
For question number two; not backing up your opinions and
comments about a work of art and give vague feedback that
wont help the artist grow. To an extent the assessment gave
students a good opportunity to demonstrate what they knew, the
questions were simple and to the point and they did not have
much room to write an extended paragraph. Sometimes less is
more.
B. Diagnosing Student Strengths and Needs
I.
After reaching consensus, read student work and without scoring, do a
quick sort of students work by the general degree of the objectives met,
partially met, not met. You may need a not sure pile. After sorting, any
papers in the not sure pile should be matched with the typical papers in
one of the other existing piles. Student names should be recorded in the
columns in order to monitor progress over time.
HIGH
(Objectives met)
TJ
ABBY
MIA
ALLIE

EXPECTED
(Objectives partially met)
BETHANY
MADDIE
ASHLEY
JOJO
KAYLA
COLTON
ANNA
JACOB
SONIA
JULIAN
SARA
AARON
TYLER

LOW
(Objectives not met)
ANAIS
ALYSSA
HANNAH

SAVANNAH
JORDAN
4% OF CLASS

15% OF CLASS

3% OF CLASS

C. Choose a few samples to review from each level (low, expected, high)
and discuss and identify the prerequisite knowledge that students
demonstrated that they knew.
HIGH
(Objectives met)
TJ said: 1. Its a way to
analyze a creative piece for
all of its aspects to help the
artist improve
2, its a process with varying
degrees of analytical
inspection of a piece. 1. You
shouldnt disregard your
thoughts of the piece. 2. You
shouldnt ignore what the
artists says.
ABBY said: 1. It can help you
understand your own and
someone else artwork. 2. It
can help you improve on
your own artwork and think
about new ideas to improve
it. 1. You shouldnt five
reasons as to why/dont
rush. 2. Dont say negative
responses help the person
learn.

EXPECTED
(Objectives partially met)
BETHANY said: 1. Help
improve skills. 2. You get to
express how you feel about
the other persons work. 1.
Be rude. 2. Dont say that
you like something when
you dont (dont give false
hopes)
JOJO said: 1. Evaluating art
pieces. 2. Details on the
artwork. 2. Argue with the
original artist about what is
right. 2. Give a fair opinion.
COLTON said: 1. Looking at
art in various ways. 2.
Helping other think about
their own art. 1. Lie. 2. Be
judgemental.
SONIA said: 1. Its to give
feedback. 2. To evaluate. 1.
No mean feedback. 2. Give
vague answers.
TYLER said: 1. Be
descriptive, what do you
see? 2. Be helpful. 1. Not
help or critique
(improvements) 2. Dont
give insight.
SAVANNAH said: 1. You look
at others artwork and share
your thoughts. 2. During
critiques the critic and artist
may have differing
perspectives. 1. Say to
someone their art is bad. 2.
Be rude.

LOW
(Objectives not met)
ANAIS said: 1. Asking
question you want known. 2.
Try to guess what the person
does. 1. Help in other out
with it. 2. So you should try
hard.
ALYSSA said: 1. Make sure
you look at it for a while. 2.
Answer some questions. 1.
Dont rush it. 2. Lie
HANNAH said: 1. Stuff. 2.
Just stuff. 1. Stuff. 2. More
stuff

D. Using the reviewed samples from each level, discuss and identify the
misconceptions, wrong information, and what students did not

demonstrate that was expected.

HIGH
(Objectives met)
Misconceptions: They might
have had a set structure as
to what critiques were,
maybe taught a different
way.
Wrong Information: I did not
clearly state what the
objective to the lesson was
before the lesson.
Didnt demonstrate
expectations: Some
students did not clearly and
fully describe their answers
and backed it up.

EXPECTED
(Objectives partially met)
Misconceptions: They might
have done minimal work just
to get by with the activity.
Wrong Information: I should
have clearly stated what I
wanted them to get out of
the lesson and it they were
there yet.
Didnt demonstrate
expectations: Some
answers were still vague
and not fully developed to
show clear understanding of
learning.

LOW
(Objectives not met)
Misconceptions: This might
have intimidated them and
they were not comfortable
opening up in critiques.
Wrong Information: Maybe
they did not understand the
questions being asked and
needed more information.
Didnt demonstrate
expectations: Either they did
not show growth or were
able to explain their
thinking.

E. Identifying Instructional Next Steps

I.
After diagnosing what the student knows and still needs to learn,
discuss as a team the learning needs for the students in each
level considering the following questions:
Based on the teams diagnosis of the students performance:
What patterns or trends are noted for the whole class?
The class is able to have alone time to work, they seem to prefer it. If they
have questions they will allow for teacher to help them out. Some might be
shy at first but realize that the teachers opinions are helpful. They do what is
asked of them, even if it is to take a lap around the school during the middle
of class. Even if they work at a slow pace, they know they have time the next
day (unless otherwise noted) to work on their projects. They know to be
prepared for class and are sure to get caught up by the teacher.
What instructional strategies will be beneficial for the whole class?
Having demonstrations and examples of previous works done by students
who have shown exceptional work ethic and completeness helps students
understand what the teacher is looking for and what they should be striving
to achieve as they create their project. Continual check in with students to
see where they are at during the project, help when needed and allow for
growth.
Based on the teams diagnosis of student responses at the high, expected,
and low levels, what instructional strategies will students at each level

benefit from?
HIGH
(Objectives met)
Demonstrate highest quality
of work, challenge them to
think outside their box and
to improve or even prove
you wrong is some cases.
Dont just give them busy
work, but what can they do
to grow more and
understand what there is to
learn.

EXPECTED
(Objectives partially met)
Do not bombard them with
information, divided into
what is expected (most
important) to what can be
done in days time. Do not
hover over them or make
them feel like you are not to
be approached. I think at
any level the student should
feel comfortable with
speaking to you.

LOW
(Objectives not met)
More one on one time with
students, ask them to come
in before or after class to
work with you if they are
nervous around peers.
Looking at special needs or
modifications,
accommodations are
needed to help them
succeed in the classroom.