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Objectives and Multiple Choice Questions

Objective 1: Student are able to identify different genres of painting by sight or description.
Question 1:
A painting of a bowl of fruit on a table is a
A. Portrait
B. Still Life
C. Genre
D. Table scape

Objective 2: Students are able to identify all seven Elements of ART.

Question 2:
What are the elements of art?
A. Line, Shape, Harmony, Balance, Texture, Form
B. Line, Shape, Space, Texture, Form, Color, Value
C. Unity, Color, Value, Form, Texture, Shape
D. Repetition and Variation, Balance, Contrast, Space

Objective 3: Students know what each element is and how it affects art.
Question 3:
The Element of Art that shows the lightness or darkness of an object is
A. Line
B. Color
C. Value
D. Space
Objectives, Short Answer and Essay Questions
Short Answer
Objective 1: Students are able to identify the artists and titles of art they studied in class.

Question 1:
Give the title and artist of the painting above.

Objective 2: Students are able to identify the Elements of art being used in a painting.
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Question 2:
Name the elements of art that are present in the painting above.

Objective 3: Students are able to identify the time period and movement that an artwork was
made.

Question 3:
State the year and movement that this artwork was painted.

Essay
Objective 1: Students know the process of writing an Art critique.
Question 1: Explain in detail Feldman’s process of critique.

Objective 2: Students make connections to careers in art.

Question 2: If you were a gallery owner, whose (artists’) work would you have hanging in your
gallery? Why?
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Objective 3: Students are able to use the elements of art and explain what they are and how to
use them.
Question 3: Create a value scale. Describe the process for creating the value scale. Describe the
different techniques that you can use to create a value scale.

Objectives and Higher-Order Thinking Questions

Objective: Students can analyze and interpret artworks through thoughtful discussion or written
response,considering themes, ideas, mood/feeling, and /or intentions presented by the artist.

Item 1: What elements of art and principles of design are being used in Starry Night by Van
Gogh?

Item 2: Pretend that you can climb inside the painting. How does it make you feel? Do you
agree with the choices of media and colors made by the artist?

Item 3: Why do you think others should see this painting? What is most memorable about this
painting?

Objectives and Performance Assessments

Objective 1: Students are able to apply color theory to create visual effects.
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Task 1: Draw a color wheel. Fill in with the correct color relationships. Label the colors with
their proper names. Indicate the primary colors from the secondary colors and the intermediate
colors. Show one complementary color set and one analogous color set. Show one tint and one
shade.

Objective 2: Students are able to create works of art incorporating specific elements of art.

Task 2: Draw three buildings in one or two-point perspective. Include doors and windows on
each building. Include a road and sidewalk.

Objective 3: Students are able to demonstrate a variety of skills and techniques for two-
dimensional art.

Task 3: Using a one-inch grid on an original photograph and a two-inch grid on a separate piece
of paper, enlarge and convert the image to a drawing. Use the grid on the original image, to help
place the image sections, on the correct part of the larger grid.

Assessment Plan
Reliability According to the book Reliability is the amount of consistency of assessment results.
(Brookhart & Nitko 2015)
Multiple Choice Questions
Multiple choice questions are reliable, due to the fact that multiple choice questions are scored
objectively and consistently since there is usually only one right answer from the choices. I
believe that all three questions are very reliable. There is only one correct answer to all three.
Although number 2 does have multiple answers per choice, it is still reliable because there is no
interpretation or variance in the Elements of art. There are 7 and all art professionals are in
agreement of the 7 Elements of Art.
Short Answer and Essay
Reliability would not be an issue with the short answer questions. The students either know the
information or they do not. The essays would be varied somewhat on the essay questions.
Rubrics are to be used with essay questions to ensure reliability. If the students know the success
criteria ahead of time, then although the essays will vary, the reliability should still stay
consistent.
Higher-Order Thinking
To Improve reliability on Higher-order thinking, it is always best to use a rubric or a check-list.
This allows for autonomy for the students as well as providing them with success criteria. It
allows for the teacher to evaluate students learning without risking reliability or grading
consistency.
Performance
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Reliability is ensured through the use of rubrics and checklists with performance assessments.
Rubrics provide for consistency in grading when it comes to performance assessments as well.
When the students have the success criteria then they are able to consistently meet the target set
for them.

Validity According to the book Validity is the soundness of your interpretations and uses of
students’ assessment results. (Brookhart & Nitko 2015)
Multiple Choice Questions
Validity has to do with alignment of the objective and the test item. As long as your objective and
your test item(s) is/are in alignment with each other, interpretation of the scores has little room
for error.
Short Answer and Essay
Validity should not be an issue with the short answer questions. There is not a lot of room for
varied interpretations from the short answer questions. The essay questions have validity because
of the alignment between the objective and the essay question. Question 2 would be the one that
would be open to different interpretations because of the subjective nature of the question.
However, with the use of a rubric for the content of the essay there would still be some
consistency with validity.
Higher-Order Thinking
Alignment of objective with your test items are going to ensure validity. It becomes difficult
when evaluating higher-order thinking, however, alignment to the objectives reduces the risk to
validity. Interpretations of the results can not be subjective if the objectives are clear and the
items are well aligned to the objectives.
Performance
Interpretations are also going to be driven by rubrics and checklists. Validity is not in jeopardy if
the students and the ones grading the work know the success criteria that the task needs to meet.

Differentiation Using different instructional practices to meet the needs, abilities, interests,
motivations of students, regardless of differences in ability. (Brookhart & Nitko 2015)
Multiple Choice Questions
Multiple choice questions are hard to differentiate. I could add visual images of the concept to
clarify the question. It could be read aloud to students who require that tests be read aloud.
Short Answer and Essay
Using different instructional practices to meet the needs, abilities, interests, motivations of
students, regardless of differences in ability. (Brookhart & Nitko 2015)
Differentiation could be created by including a word bank for the short answer questions.
Reading the questions aloud is also a way that differentiation could take place. The number 2 &
3 essay allows for differentiation because the student gets to answer the question in a way that
they choose.
Higher-Order Thinking
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Differentiation is built into the higher-order thinking objectives and test items. Giving the
students autonomy with their answers helps students to answer on their level and keeps the
evaluation of the students answers based on their growth and success without comparing to
others.
Performance
Differentiation in relation to performance tasks is somewhat built in. Performance tasks are about
students showing what they know in their own way. If success criteria are met, then the student
may have shown it in a completely different way than another student, but it is still correct.
Exemplars can be shown to help. Rubrics and checklists can be modified for students who need
it.

Improving Student Learning

Multiple Choice Questions
I will take the time to make sure that students know the material. Formative assessment will be
used to check student understanding and knowledge. If there is a question that is missed by a
great deal of students then I will review the question and modify the question to make it more
clear to students about what is being asked, as well as, review the information that is being
covered by the question.
Short Answer and Essay
Student learning could be improved by practicing the different types of activities that are
represented in the test. Students should be able to practice and review those skills and knowledge
prior to being tested on the information. If there are many students that are missing the
information then the teacher would need to reteach the information, and do enrichment and
enhancement activities to make sure that the students understand the material.
Higher-Order Thinking
Higher-order thinking items are a great place to offer specific feedback. With test items like this,
offering feedback and giving students the ability to go back and revise their answers will get
them to mastery.
Performance
Proper prompt and specific feedback to students is going to be imperative to student learning.
Give students time to revise work to meet the feedback and criteria so students can learn from
mistakes.

Improving Future Assessments

Multiple Choice Questions
Future assessments would be improved by making questions clearer. Perhaps making questions
cover more levels of Blooms and Depth of knowledge. Questions for the content could be
improved by using different types of questions such as short answer, and performance tasks.
Short Answer and Essay
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Future assessments could be improved by making the questions less subjective and more
objective. That would clear up reliability and validity. The questions are aligned with the
objectives, so I don’t think that is a problem with this assessment.
Higher-Order Thinking
Keeping a constant monitoring on the test items and the results are going to help keep reliability
and validity in check. When results are showing that reliability or validity are being
compromised, revision of test items may be necessary. I like higher-order thinking items because
it gives you a chance to get into the head of the student. To improve, may be to complete these
items through conferencing with students to allow for an even more authentic experience of
applying knowledge.
Performance
Rubrics and checklists will need to be monitored to ensure alignment to the objectives. As
misalignments and errors are found, rubrics and checklists can be modified to better align with
the objectives.