Midterm Project for Educ 204:
Arts – Grade 1
Designing a Comprehensive Classroom Assessment Plan
Prepared by:
Jay Ann D. Ballon
Audrey T. Berroya
BEEd-2A
Submitted to:
Mrs. Mariciel B. Baligod
Instructor
Midterm Project:
Title: Designing a Comprehensive Classroom Assessment Plan
Components of the Assessment Plan:
1. Learning Objectives and Instructional Goals
Learning Objectives on;
a. Balance
At the end of the lesson, the students will be able to:
Objective: identify different types of balance,
Objective: develop personal connection through the balance of art; and
Objective: create an artwork in applies different types of balance
b. Proportion
At the end of the lesson, the students will be able to:
Objective: recognize different parts of proportion,
Objective: value and appreciation of proportions in their arts; and
Objective: practice applying the principles of proportion in various arts.
c. Variety
At the end of the lesson, the students will be able to:
Objective: identify the different types of contrast,
Objective: develop a deeper appreciation of different artistic style; and
Objective: create an artwork through the exploration of variety.
Instructional Goals and Strategies on:
a. Hands-on Art Activities
Goal: Develop pupils' creativity and imagination through artistic expression.
Strategy: Provide opportunities for pupils to engage in hands-on art projects using a variety of
materials such as paints, clay, paper, and found objects. Encourage experimentation and creativity in
their artwork.
b. Peer Collaboration
Goal: Promote collaboration and communication skills through group art activities.
Strategy: Provide opportunities for pupils to work collaboratively on group art projects, performances,
or exhibitions. Encourage communication, teamwork, and appreciation of each other's artistic
contributions.
c. Reflection and Assessment
Goal: To provide opportunities for grade 1 students to reflect on their artistic experiences, express their
thoughts and feelings about their artwork, and receive constructive feedback, fostering their growth as
young artists while promoting self-awareness and appreciation for the creative process.
Strategy: Provide prompts or questions to guide reflection, such as What was challenging about
creating this piece?’ or ‘How did you use colors to express emotions?’ This strategy encourages self-
reflection, peer feedback, and appreciation for each other’s artistic efforts.
Needs Assessment
a. Learning Styles and Preferences:
In grade 1, students may have diverse learning styles and preferences including visual
learners who benefit from seeing demonstrations and visual aids, auditory learners who
thrive in discussions and storytelling, kinesthetic learners who enjoy hands-on activities and
movement, as well as social learners who prefer group interactions and solitary learners
who excel in independent exploration and self-directed activities.
Grade 1 students may benefit from opportunities to engage in reading and writing activities
related to art, as well as solitary exploration of art materials to foster independent and self-
directed learning, ensuring a well-rounded approach that addresses the diverse needs and
preferences of young learners in the art classroom.
b. Prior Knowledge and Experiences:
Identify any specific skills or knowledge areas where pupils may have strengths or gaps in
relation to the arts curriculum at the 2nd-grade level.
c. Potential Misconceptions and Preconceived Notions:
Explore any misconceptions or preconceived notions pupils may have about art and
creativity at the 2nd-grade level.
Address common misconceptions about art processes, techniques, or the significance of
creativity in artistic expression.
d. Cultural and Linguistic Diversity:
Recognize and celebrate the cultural and linguistic diversity within the 2nd-grade student
population.
Incorporate diverse art forms, traditions, and perspectives that reflect the backgrounds and
identities of pupils in the arts curriculum.
e. Individual Needs and Accommodations:
Conduct individualized assessments to identify pupils with diverse learning needs, including
those with disabilities, English language learners, or gifted learners.
Provide appropriate accommodations, modifications, or differentiated instruction to support
the diverse needs of all pupils in the arts domain.
f. Parental and Community Involvement:
Engage parents and caregivers in discussions about their children's interests, strengths,
and challenges related to the arts.
Collaborate with the community to create opportunities for pupils to explore art outside the
classroom, such as community art projects or cultural events.
g. Technology Integration and Access:
Assess pupils' access to technology and digital tools for creating and experiencing art in the
2nd-grade level.
Explore how technology can be integrated into the arts curriculum to enhance creativity,
digital literacy, and engagement among 2nd-grade pupils.
h. Feedback and Reflection:
Encourage pupils to provide feedback on their art experiences and lessons.
Foster a culture of reflection among pupils and educators to continually improve the arts
curriculum and teaching practices based on feedback.
2. Assessment Objectives
a. Understanding of Basic Art Concepts:
Objectives: Pupils will be able to identify and describe primary colors, shapes, and lines in
artwork.
Objectives: Pupils will be able to develop confidence in their artistic abilities and creativity.
Objectives: Pupils will be able to demonstrate basic arts making skills.
b. Creative Expression:
Objectives: Pupils will be able to identify different art techniques to enhance their artwork.
Objectives: Pupils will be able to express their thoughts, feelings, and experiences through their
artworks.
Objectives: Pupils will be able to develop fine motor skills through intricate task like drawing
detailed lines, shape, and pattern in their artworks.
c. Self-Reflection:
Objectives: Pupils will be able to analyze artistic how artistic elements such as line, shape and
color contribute to the overall visual impact of their artwork.
Objectives: Pupils will be able to reflect on the emotions and feelings evoked by their artwork.
Objectives: Pupils will be able to explore different art mediums.
3. Assessment Methods
a. Summative Assessment:
Pupils can be assessed based on their performance in art projects that demonstrate their
understanding and abilities.
Benefits: Allows teachers to assess pupils' application of art concepts and techniques.
b. Performance Task:
Allowing pupils to present their artwork and explain their creative process can be a form of
assessment.
Benefits: Encourages pupils to communicate their artistic ideas effectively.
c. Portfolios:
Pupils can compile their artwork throughout the year to showcase their progress and development
in different areas of art.
Benefits: Allows pupils to reflect on their artistic journey and set goals for improvement.
4. Assessment Instruments
a. Rubric for Summative Assessment
Criteria Excellent (20) Good (15) Fair (10) Needs
Improvement (5)
Creativity in Art Displays excellent Demonstrates good Shows some Shows a little
Projects creativity in art creativity in art creativity in art creativity in art
projects with highly projects with projects with some projects with
original ideas and original ideas and originality and a minimal originality
strong personal personal hint of personal or personal touch.
expression. expression. touch.
Understanding of Displays Shows solid Demonstrates Exhibits basic
Art Concepts exceptional understanding of partial understanding of
understanding of art concepts and understanding of simple art concepts
art concepts and applies them art concepts and but struggles to
consistently applies accurately in inconsistently apply them
them creatively in projects. applies them. effectively.
projects.
Skill Development Develops a wide Develops a variety Develops some Develops a few
range of art skills of art skills with fundamental art basic art skills with
with advanced good proficiency skills with moderate limited proficiency
proficiency and and shows proficiency and and refinement.
demonstrates improvement. refinement.
mastery.
b. Rubrics for Performance Task
Criteria Excellent (20) Good (15) Fair (10) Needs
Improvement (5)
Presentation of Shares artwork with Shares artwork with Shares artwork with Shares artwork with
Artwork exceptional detail good detail some detail minimal detail
provided in provided in provided in provided in
explanation, explanation, explanation, explanation,
articulately effectively attempts to struggles to
communicates the communicates the communicate the communicate the
creative process, creative process, creative process, creative process,
and shows a deep and demonstrates and may require and may need
understanding and an understanding some prompting to prompting to
passion for their of their work. discuss their work. discuss their work.
work.
Creativity and Artwork excels in Artwork displays Artwork shows Artwork lacks
Originality creativity and creativity and some creativity and creativity and
originality, originality, originality, with originality, showing
demonstrating a showcasing attempts at unique limited effort and
truly unique and innovative ideas ideas, but still relies adherence to
imaginative and a personal heavily on common preconceived ideas
approach that is touch that sets it sources of or templates.
inspiring and apart. inspiration.
captivating.
Engagement with Shows exceptional Shows good Shows some Shows minimal
Materials engagement with engagement with engagement with engagement with
materials, pushing materials, utilizing a materials, materials, using
the boundaries of variety of experimenting with them in a basic or
traditional techniques and different textures repetitive manner
techniques and mediums to and techniques to without exploration
mediums to create enhance the some extent. or experimentation.
innovative and artwork.
expressive art.
c. Rubrics for Portfolios
Criteria Excellent (20) Good (15) Fair (10) Fair (10)
Artistic Growth Shows exceptional Shows consistent Shows some Shows minimal
progress in artwork progress in artwork progress in artwork progress in artwork
development over development over development over development over
the year. the year. the year. the year.
Demonstrates Demonstrates clear Demonstrates Demonstrates little
significant improvement in some improvement improvement in
improvement in different areas of in different areas of different areas of
different areas of art. Shows art. Shows art. Shows
art. Shows proficiency in attempts at difficulty in applying
mastery in applying applying new applying new new techniques or
new techniques or techniques or skills techniques or skills skills learned.
skills learned. learned. learned.
Creativity and Shows exceptional Shows good Shows some Shows little
Originality creativity in artwork. creativity in creativity in artwork. creativity in artwork.
Consistently artwork. Attempts to create Often replicates
creates original, Creates original original pieces but examples or lacks
imaginative pieces. pieces with some may rely on original ideas.
Demonstrates unique elements. examples. Demonstrates
innovative thinking Demonstrates Demonstrates limited imagination
and unique imagination and some imagination in art projects.
approaches in art innovation in art in art projects.
projects. projects.
Presentation and Artwork is Artwork is Artwork is Artwork is
Craftsmanship presented with presented with presented with presented with little
exceptional good attention to some attention to attention to detail.
attention to detail. detail. detail. Craftsmanship is
Craftsmanship is Craftsmanship is Craftsmanship is minimal, with
exemplary, showing solid and decent but may messy or
mastery of consistent. have incomplete work.
techniques. Shows effort in inconsistencies. Shows limited effort
Shows meticulous finishing and Shows some effort in finishing or
effort in finishing polishing artwork in finishing and polishing artwork.
and polishing effectively. polishing artwork.
artwork to
perfection.
5. Assessment Schedules
a. Pre-Assessment:
Timing: Before starting the art curriculum in Grade 2.
Description: Assess pupils' baseline knowledge, skills, and interest in art.
Method:
Conduct a simple drawing activity or questionnaire to understand pupils’ prior experience with
art.
b. Formative Assessments:
Timing: Ongoing throughout the school year, after each art activity or lesson.
Description: Continuous assessment to track student progress, provide feedback, and adjust
instruction.
Methods:
Observations during art class.
Quick quizzes or discussions to check understanding.
Peer feedback sessions.
Self-assessment activities like art reflections.
c. Unit Assessments:
Timing: After completing each art unit or project.
Description: Assess pupils' understanding and skills related to the specific unit.
Methods:
Rubric-based assessment of art projects.
Individual or group presentations on the unit topic.
Written reflections on their learning.
d. Midterm Assessment:
Timing: Midway through the school year.
Description: Evaluate pupils' overall progress in art up to that point.
Methods:
Midterm art project or assessment based on various art techniques learned.
Written assessment on art elements and principles.
e. End-of-Year Assessment:
Timing: At the end of the school year.
Description: Comprehensive assessment of pupils' overall growth and learning in art.
Methods:
Culminating art project showcasing skills acquired.
Artistic demonstration or performance.
Written reflection on their year in art.
f. Portfolio Reviews:
Timing: Periodic reviews throughout the year and at the end.
Description: Reviewing pupils' art portfolios to track growth, creativity, and development.
Methods:
Student-led portfolio presentations.
Teacher feedback on portfolio pieces.
Self-assessment of portfolio contents.
Progress Monitoring:
Regularly tracking student engagement, skill development, and creativity in art.
Analyzing assessment data to identify strengths and areas for improvement.
Using anecdotal notes, checklists, and student conferences for progress monitoring.
Collaborating with colleagues and parents to discuss student progress and plan interventions.
6. Feedback and Reporting
a. Feedback Strategies:
Written Feedback: Teachers will provide written comments on pupils' artwork, highlighting
specific strengths and areas for improvement.
Verbal Feedback: Teachers will engage in one-on-one discussions with pupils to provide
feedback on their artistic techniques and creativity.
Peer Feedback: Pupils will participate in peer feedback sessions where they can offer
constructive criticism and praise to their classmates' artwork.
Self-Reflection: Pupils will be encouraged to reflect on their own artwork, identify what they
like about it, and set goals for future projects.
b. Timeliness of Feedback:
Written Feedback: Written feedback will be provided within one week of completing an art
project to ensure timely guidance and support.
Verbal Feedback: Verbal feedback will be given immediately after a student completes a
task or activity to reinforce positive behaviors.
Peer Feedback: Peer feedback sessions will be scheduled during art classes to facilitate
timely interactions among pupils.
Self-Reflection: Pupils will engage in self-reflection after completing an art project to assess
their progress and reflect on their creative process.
c. Constructive Feedback Practices:
Written Feedback: Written feedback will focus on specific aspects of the artwork, such as
composition, coloring, and creativity, to offer actionable suggestions for improvement.
Verbal Feedback: Verbal feedback will be encouraging and specific, highlighting what the
student did well and providing guidance on areas that can be enhanced.
Peer Feedback: Pupils will be guided to provide constructive feedback to their peers,
emphasizing positive elements and offering constructive criticism with kindness.
Self-Reflection: Teachers will guide pupils in reflecting on their artwork, prompting them to
think about what they learned, what challenges they faced, and how they can improve in the
future.
d. Communication Channels:
Written Feedback: Written feedback will be delivered through art journals, notes, or digital
platforms for pupils to refer back to and track their progress.
Verbal Feedback: Verbal feedback will be communicated during art class discussions,
individual conferences, or group critiques.
Peer Feedback: Peer feedback will be facilitated in small groups, allowing pupils to share
their thoughts and suggestions in a supportive setting.
Self-Reflection: Pupils will record their self-reflections in a designated journal, portfolio, or
reflection sheet to document their growth over time.
e. Stakeholder Collaboration:
Written Feedback: Teachers will share written feedback with parents through student
portfolios, progress reports, or emails to involve them in their child's artistic development.
Verbal Feedback: Teachers may schedule parent-teacher meetings to discuss pupils'
progress in art class and share verbal feedback on their creative achievements.
Peer Feedback: Parents may be informed about peer feedback activities and encouraged
to support their child in giving and receiving constructive criticism in art projects.
Self-Reflection: Parents can support their child's self-reflection by discussing their artwork
at home, asking questions about their creative process, and encouraging goal-setting in art.
f. Monitoring and Evaluation:
Written Feedback: Teachers will track written feedback provided to pupils in a feedback log
or digital system to monitor the consistency and effectiveness of their comments.
Verbal Feedback: Teachers will observe the impact of verbal feedback on pupils'
engagement, motivation, and improvement in art skills during class activities.
Peer Feedback: Teachers will assess the quality of peer feedback given by pupils and
provide guidance on how to offer constructive and supportive comments to their peers.
Self-Reflection: Teachers will review pupils' self-reflection entries periodically to understand
their awareness of their artistic growth, learning challenges, and goal-setting habits.
7. Data Analysis and Reflection
a. Data Collection:
Conduct regular observations during art activities to assess pupils' creativity, skill
development, and engagement.
Document pupils' progress through anecdotal notes and sketches.
b. Data Organization and Analysis:
Create digital portfolios for each student to store and showcase their artworks and
assessments.
Organize portfolios by themes or projects for easy reference and comparison.
c. Interpretation of Findings:
Align assessment data with grade 2 arts learning objectives to assess pupils' proficiency in
skills like drawing, coloring, and creative expression.
Use assessment results to identify pupils' strengths and areas needing improvement in
artistic techniques and concepts.
d. Utilization of Findings in Instructional Decision-Making:
Tailor art lessons based on assessment data to scaffold learning and provide targeted
instruction.
Group pupils based on their skill levels and learning needs to offer differentiated support
and challenges.
e. Reflection and Continuous Improvement:
Reflect on assessment data to evaluate the effectiveness of teaching strategies and student
progress.
Use feedback from assessments to adjust instructional practices and activities to better
meet pupils' needs.
f. Reflection on Effectiveness and Areas for Improvement:
Evaluate the impact of assessment data on student learning outcomes in the arts.
Identify areas for improvement in assessment methods, feedback mechanisms, and
instructional approaches to enhance the assessment process and student achievement.
8. Implementation Plan
Deliverables:
Completed art projects demonstrating various techniques.
Written reflections on artwork and personal artistic growth.
Presentation or exhibition of pupils' artwork to the class or school community.
Assessment Criteria:
Demonstrates originality and imagination in art projects.
Shows proficiency in using art materials and techniques.
Appreciates and respects artwork from different cultures.
Conveys emotions and ideas through artwork.
Works cooperatively with peers in group art activities.
Reflects on personal artistic growth and learning experiences.
