Key Assessment Part 2

TEST DATA:
Table 1
Items on Test 1
Pupils

10

Objective
1

Objective
2

Objective
2

Objective
2

Objective
3

Objective
3

Objective
4

Objective
5

Objective
5

Objective
5

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15

1
0
0
1
1
1
1
1
1
1
0
1
1
0
1

1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

1
0
1
1
1
1
1
1
1
1
1
1
1
1
1

1
0
1
1
1
1
1
1
1
1
1
0
1
1
1

1
0
1
1
1
1
1
1
1
1
1
1
1
1
1

1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

1
1
1
1
1
1
1
1
1
1
1
1
1
1
0

1
1
1
1
0
1
1
1
0
1
1
1
1
1
1

0
0
1
0
0
1
1
1
0
1
1
0
0
0
1

1
0
1
0
1
1
1
1
1
0
1
1
1
0
1

16
17
18
Key:

0
0
1

1
1
1

1
0
1

1
0
1

1
1
1

1
1
1

1
1
1

0
0
1

0
1
1

1
1
1

0= Incorrect Response
1= Correct Response

Table 2

To
Sc

Key Assessment Part 2

Data for Reliability
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
SUM
Mean
Std. Dev
Reliabilit
y

Report:
Section 1: Students

t1
90
40
90
80
80
100
100
100
80
90
90
80
90
70
90
70
60
100
1500
83
16
0.87

t1^2
8100
1600
8100
6400
6400
10000
10000
10000
6400
8100
8100
6400
8100
4900
8100
4900
3600
10000
12920
0

t2
90
60
90
90
90
100
90
100
90
90
90
80
90
80
90
80
60
100
1560
87
11

t2^2
8100
3600
8100
8100
8100
10000
8100
10000
8100
8100
8100
6400
8100
6400
8100
6400
3600
10000
13740
0

t1*t2
8100
2400
8100
7200
7200
10000
9000
10000
7200
8100
8100
6400
8100
5600
8100
5600
3600
10000
13280
0

Key Assessment Part 2

The main audience is made up of Design 1 (Introduction to Art) students of varying experience
levels in art history, critique and production. The groups of learners are 9th graders at H.E.
McCracken Middle School in Bluffton, South Carolina, and make up one individual Design 1
class. The students range in ages from 14 to 17 with the most common age being age 15. This
class is comprised of 7 African Americans, 1 Asian, 7 Caucasians, and 3 Hispanic. Two of the
students have been identified as having an IEP (Individual Education Plan). There are four
students with a 504 Student Accommodation Plan. There are two students with a BIP (Behavior
Intervention Plan). Three students are being served by the ESOL (English Speakers of Other
Languages) program and range from levels 1 to 5.
Section 2: Course
This course, Design 1, will give students the tools to art making that will serve them no matter
where their artistic interests may lead them in the future. The course focuses on the Elements
and Principles of Design, which are necessary for the creation of strong artwork of any kind.
The knowledge gained in this course will be used to advance any studies in art at Bluffton High
School in courses such as drawing, painting, ceramics, and photography. Students will use a
variety of media from collage to charcoal to acrylic paint, while exploring a wide range of
subjects and experimenting with creating in styles ranging from realism to abstract. Students
will learn to express their ideas visually and discuss ideas verbally with participation in group
critiques. Students will develop critical thinking skills by analyzing the works of master artists,
other students work and works they have created. Design students gain an appreciation for the
diverse influences that have directed artists careers and focus on the cultural and historical
influences that shape a work of art. This course is based on the SC State Standards for Visual
Arts criteria for 9th grade.
The test was given once at the beginning of the unit and once at the end of unit. The test data
being analyzed attempts to measure objectives related to South Carolina High School Level One
Visual Arts Standard 4: The student will understand the visual arts in relation to history and
world cultures and the technologies, tools and materials used by artists and Standard 5: The
student will analyze and assess the characteristics and qualities of his or her own works of visual
art and those of others. Specific objectives are as follows:

Key Assessment Part 2

1. The student will analyze, interpret, and respond to works of art based on the organization
and manipulation of the elements of art and the principles of design using appropriate art
vocabulary.
2. The student will identify major art movements and influential artists according to
geography, culture, and historical period.
3. The student will identify features of a work of art that influence meaning, including
media, subject matter, and formal choices.
4. The student will identify and categorize works of art according to medium, period, style, and
artist.
5. The student will classify works of art as representational, abstract, nonobjective, and conceptual.

Section 3: Descriptive Analysis

Table 1:
Pupils
1
2

10

Objective
1

Objective
2

Objective
2

Objective
2

Objective
3

Objective
3

Objective
4

Objective
5

Objective
5

Objective
5

1
0

1
1

1
0

1
0

1
0

1
1

1
1

1
1

0
0

1
0

To
Sc

Key Assessment Part 2

3
4
5
6
7
8
9
10
11
12
13
14
15

0
1
1
1
1
1
1
1
0
1
1
0
1

1
1
1
1
1
1
1
1
1
1
1
1
1

1
1
1
1
1
1
1
1
1
1
1
1
1

1
1
1
1
1
1
1
1
1
0
1
1
1

1
1
1
1
1
1
1
1
1
1
1
1
1

1
1
1
1
1
1
1
1
1
1
1
1
1

1
1
1
1
1
1
1
1
1
1
1
1
0

1
1
0
1
1
1
0
1
1
1
1
1
1

1
0
0
1
1
1
0
1
1
0
0
0
1

1
0
1
1
1
1
1
0
1
1
1
0
1

16
17
18

0
0
1

1
1
1

1
0
1

1
0
1

1
1
1

1
1
1

1
1
1

0
0
1

0
1
1

1
1
1

Mean: 8.33
Medium: 9
Standard Deviation: 1.57

% for Correct Responses

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

% for Correct Responses

Key Assessment Part 2

Looking at the graph above, items 1 and 9 seemed to be the questions students struggled with the
most.

Table 2:

1
2
3
4
5
6
7
8
9
10
11
12
13
14

t1
90
40
90
80
80
100
100
100
80
90
90
80
90
70

t1^2
8100
1600
8100
6400
6400
10000
10000
10000
6400
8100
8100
6400
8100
4900

t2
90
60
90
90
90
100
90
100
90
90
90
80
90
80

t2^2
8100
3600
8100
8100
8100
10000
8100
10000
8100
8100
8100
6400
8100
6400

t1*t2
8100
2400
8100
7200
7200
10000
9000
10000
7200
8100
8100
6400
8100
5600

Key Assessment Part 2

15
16
17
18
SUM

90
70
60
100
1500

Mean
Std. Dev
Reliabilit
y

83
16
0.87

8100
4900
3600
10000
12920
0

90
80
60
100
1560

8100
6400
3600
10000
13740
0

8100
5600
3600
10000
13280
0

87
11

I used the Spearman Brown method for finding the reliability of my test. According to the table
above, the reliability of this test is .87. The closer the number is to one the more reliable a test is.
With the reliability of this test being .87, the test is determined to be reliable.
Section 4: Analysis of Students Strengths and Weaknesses
Based on the above information, I believe the students performed well on a test that was proven
to be reliable. All students correctly responded to test item 2 which measured Objective 2: The
student will identify major art movements and influential artists according to geography, culture,
and historical period. Also, all students responded correctly to item 6 which measured Objective
3: The student will identify features of a work of art that influence meaning, including media,
subject matter, and formal choices.
However, there were areas of concern as two test items were answered incorrectly by many
students. The test items shown to be most problematic for student were test items 1 and 9.
Question 1 is related to Objective 1: The student will analyze, interpret, and respond to works of
art based on the organization and manipulation of the elements of art and the principles of design
using appropriate art vocabulary. Question 9 is related to Objective 5: The student will classify
works of art as representational, abstract, nonobjective, and conceptual. After reflecting on the
objectives related to these test items and the way these objectives were taught, I believe students
did not master the content for questions 1 or 9.
Section 5: Improvement Plan
After reviewing this data and noting areas of weakness, I plan to change the way I present the
content related to these objectives. First, I will address Objective 1 for test item 1. This objective
requires the use of appropriate art vocabulary. Therefore, I will have the students design
flashcards for the art vocabulary and allow the students to quiz each other. Also, I can
incorporate a vocabulary bingo game for further practice. Second, I realize that I presented the
material for Objective 5 via PowerPoint and lecture. Upon reflection, I feel I missed an
opportunity to incorporate more hands on activity. To reach more learning styles, I will be adding

Key Assessment Part 2

in manipulatives and games to allow students more hands on practice in classification of
artworks as representational, abstract, nonobjective or conceptual. I will be including more
visuals to present this material and including more samples for student s to refer to. In doing so, I
feel students will be able to master the content for this objective.