Paige Railey

TWS 499
Spring 2015
Assessment Plan
Task: Design an assessment plan to monitor student progress toward unit learning objective(s).
Use multiple assessment modes and approaches aligned with learning goals/objectives to assess
student learning before, during and after instruction for your unit. These assessments should
authentically measure student learning.
Overview
Students spend an entire class period learning and playing the game Tetris on iPads. This a preassessment to determine how well students understand the game and are able to cognitively
grasp it. While students are assessed on their creativity, the majority of the success on this
project weighs solely on their ability to understand the concept of the game in order to
effectively create a representation of it. While students are working on the process of creating a
final work of art, students are assessed based on if they are on task and working efficiently or
not. When students finish the final drawing, their post-assessment grade will be based on the
success of the drawing as a hole.
Above Standard: Students were on task, succeeded immensely with task and showed cognitive gain
Standard: Students were on task, succeeded with task and relatively grew cognitively
Below Standard: Students were not on task, hardly succeeded and showed no cognitive growth
A: 100-93 B: 93-85 C: 84-77 D: 76-70 F: 69-0

Student
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17

Pre-Assessment (Formative)
Above Standard
Above Standard
Above Standard
Above Standard
Above Standard
Above Standard
Above Standard
Standard
Above Standard
Standard
Above Standard
Above Standard
Above Standard
absent
Above Standard
Above Standard
Above Standard

During
On task
On task
On task
On task
On task
On task
On task
On task
On task
On task
On task
On task
On task
On task
On task
On task
On task

Post-Assessment(Summative)
100
93
93
93
95
90
95
93
95
60 late
60 late
100
60 late
95
90
100
90

Performance Task:
Students will show that they really understand by evidence of their ability to transfer their
discrete learning into correctly completing a final drawing reflecting the game Tetris using 1 point
perspective.
By completing the performance task, students will have met the set objective and project goals.
Pre-Assessment
Students pre-assessment will be based on their success in learning and playing the game Tetris
on iPads and their discussion during the introduction of the lesson. During the pre-assessment

Paige Railey
TWS 499
Spring 2015
(table above), students are assessed on the scale of being above standard, at standard, and
below standard.
Constitutes performing above standard: students are staying on task during pre-assessment and
are successful in learning the game and how to play, students contribute effectively to the group
introduction discussion
Constitutes performing at standard: students are staying on task during pre-assessment and are
pretty successful in learning the game and how to play, students contribute to the group
introduction discussion
Constitutes performing below standard: students are not on task during the pre-assessment and
are not successful in learning the game and how to play, students contribute very little to the
group introduction discussion.
Rubric for Grading
Students are aware of the rubric before the project starts as it is part of the lesson introduction
for students to have their own copy of the rubric.
NOT MET
Creativity
20 PTS
Artistic Skill and
use of media
(colored pencils),
appropriate use
of elements
and/principles.

No artistic ability
is evident and no
consideration is
given to the
elements/principl
es of art.

NEEDS
IMPROVEMENT
Artistic ability is
evident but
needs attention
to details with
careful thought
about elements
and principles of
art.

MET
Artistic ability
and use of media
is accurate and
attention is given
to the elements
and principles of
design

(10 pts)

EXCEEDS
STANDARDS
Artist ability and
use of media
exceeds the
expectations and
careful attention
is given to the
elements and
principles of art
(20 pts)

(16 pts)
(13 pts)
Craftsmanship
10 PTS
Neat and well
made
Criteria
50 PTS
-Reflect Tetris
effectively
-Use color to
show value
-Show 1 pt.
perspective and
2 Vanishing Point
Effort
10 PTS
Amount of time
and energy
spent, effective

Numerous flaws
(4 pts)

Moderate flaws
(6 pts)

Minimal flaws
(8 pts)

No flaws
(10 pts)

None of the
criteria was met

Half of the
criteria was met

Most of the
criteria was met

All of the criteria

was met

(32 pts)
A lot of time was
wasted or not
used effectively

(38 pts)
Sometime was
wasted that
could have been
used more
effectively

(42 pts)
Very little time
was wasted

(50 pts)
No time was
wasted and was
used effectively

(8 pts)

(10 pts)

(4 pts)

Paige Railey
TWS 499
Spring 2015
use of time.
Planning
10 PTS
Rough draft and
lay out planned
effectively and
fully, on task
while using iPad
to play Tetris,
colors planned
prior to adding
color.
0 0-69 F

(6 pts)

No plan was
made, student
made it up as
they went along

Little planning
and some is
made up as
student goes
along

(4 pts)
70-76 D

(6 pts)
77-84 C

Planned fairly
well, but project
could have been
thought through
a little more
carefully

Thoroughly
planned

(8 pts)

(10 pts)

85-92 B

90-100 A

Students receive a copy of the rubric prior to starting the lesson. This rubric is the same rubric
used for the majority of the projects so it isnt really anything new to the students. Each one is
tailored for each project by changing the criteria, media and planning expectations.
Summative Assessment:
The summative assessment will be based on if students learned what was expected, if the
acquired the skills and showed progress and the students academic achievements. Students are
each assessed on an individual basis. Students who usually produce great works of art will be
held to a higher standard and therefore graded more harshly. Their work during the preassessment will determine, for the most part, how harshly they are assessed and to what
standard is the expectation. Students who do not perform to the best of their obvious abilities,
waste time and therefor do not finish on time or simply are consistently off task will be penalized
when it comes to assessing because they arent exceeding the standard set, let a long even
meeting the standard. Students who are unable to meet the standard simply because they
arent capable will not be graded as harshly because they have lower standards for themselves.
Constitutes an Above Standard Work of Art: students are obviously learning what is expected and
applying it well, students are determined to learn and achieve, students perform well over all and
the final drawing is a good reflection of their abilities
Constitutes At Standard Work of Art: students show they were able to learn the material and
their ability to apply it is evident, students perform on average over all and the final drawing is
as expected of each student
Constitutes Below Standard Work of Art: students do not show that they were able to learn the
material and their ability to apply it is not evident, students perform poorly over al and the final
drawing lacks effort and reflection of abilities
Formative Assessment:
Students will have various in-process evaluations of their comprehension, learning needs and
academic progress over the course of the unit. Students will be assessed through group
discussions regarding the material and topic of perspective. Students will also be assessed
through their participation in class discussions and participation in group work. Students will be
assessed through observation as they work on their project over the course of the unit.

Paige Railey
TWS 499
Spring 2015
Students who are performing above standard will be on task throughout the course of the unit
and will show great success. Students who are performing at standard will be on task for the
course of the unit and show some success. Students who perform below standard more than
likely will not be on task for the majority of the unit and will show very little success.