Evidence Collection #2Self-Portraits

Grade: 3rd Domain: Perform Type: Differentiated Sample

Exemplar

Considerations In this evidence collection, I am showing perform. I chose work from all of 3rd grade. I

see each of the four 3rd grade classes once a week for 45 minutes. I teach in an I-zone

school where the majority of the student population is economically marginalized.

There is a total of 81 3rd grade students with 49 girls and 32 boys. Of the 81 students,

the pre-assessment showed 52 emerging students, 17 proficient students, and 12

advanced students. 21 students in the emerging group have learning disabilities, as well

as 4 students (1 from the proficient group and 3 from the emerging group with special

needs) who are mainstreamed into the General Ed. classroom.

Exemplar

Lesson OverviewIn this lesson students learned about drawing

their faces. A pre-assessment was given before the

lesson where students were asked to draw a self

portrait of themselves. They were instructed to

use a mirror, a pencil, and could add color.

During the lesson we looked at several artists’

self-portraits, learned about drawing facial

features, and how through the use of various

tools and techniques, such as varying line quality,

students could achieve a likeness of themselves as

well as highlight prominent facial features. There

was a mid-review and the post-assessment was

completed after the lesson. The time span of this

evidence collection was 8/22/16 - 2/17/17.

Objective

TLW demonstrate an understanding of

self-portraits through the practice of proper

placement of facial features and learn

various ways of using tools and techniques.

TLW will also enhance observation skills

that will be useful for self-reflection and

inquiry in the form of a written assessment.

Exemplar

Emerging Student Pre-Assessment Mid-Review Post-Assessment

Rationale: The emerging artist lacks the understanding of what a self- portrait is in the pre-assessment but attempts to show higher level thinking by drawing a picture of herself. The growth is evident because the emerging student places features in locations accurate to the lesson that was taught and understands the definition of a self-portrait. Although the eyes and nose are still too high, the emerging student has moved three levels in growth when comparing her written assessment to each point of time.

Exemplar

Student’s Analysis and

Reflection of Growth

3 things I learned: I have learned that a

self-portrait is about your face because

it is the focal point of the picture not

the body. Don’t worry about the body.

I have also learned that it’s okay not to

know how to do something, but it’s

not okay to try because you never

know until you try and do your best.

2 things I like about my art: I like that

my finished work looks more like me

now. I like that I can draw like an artist

now and I can see things like an artist

like my nose is not a real shape but has

nostrils and a bridge.

1 thing I would change or do

differently: I would bring my eyes

down because my teacher said they

still to high but I did learn how to

draw them better.

Exemplar

Proficient Student Pre-Assessment Mid-Review Post-Assessment

Rationale: The proficient student demonstrates some developmentally appropriate evidence in knowing that a self-portrait is a drawing of one’s self but lacks the confidence in placing features in proper places. The eyes and eyebrows are placed on the forehead and the lips are places on the chin.This student moves 2.5 levels in growth because she moves through each point of time (executing with more confidence) proper placement of features and with intended use of tools, possessing a controlled understanding of material.

Exemplar

Student’s Analysis and

Reflection of Growth

3 Things I learned: My head is more

than just an oval. My eyes are

slant-shaped, not really round like a

golf ball. I learned about Mona Lisa

and Picasso and Van Go.

2 Things I like about my art: I like

how I worked on my hair because at

first I wanted to draw every string of

hair but then I just focus on the

shapes that I see.

1 thing I would change or do

differently: I would use more oil

pastels because I like how it looks on

my shirt.

Exemplar

Advanced Student Pre-Assessment Mid-Review Post-Assessment

Rationale: The advanced student’s pre-assessment is independent with developmentally appropriate evidence of drawing skill; he is clearly an advanced student, however he centralized features very close and the eyes were spread apart too far. The post-assessment has a range of abilities with technique and the self-portrait demonstrates the intended use of tools, where by the third point in time, he is able to evaluate features and introduce shadow to define features. He also applies line density (as mentioned in his written assessment) where he knows shadow hits his face.

Exemplar

Student’s Analysis and

Reflection of Growth

3 things I learned: I learned how to

shade with a pencil. I learned to draw

light until I get it right because your

eraser can help you with your mistakes.

I learned about light source like the sun

and lamps and the shadow can hit your

face and make you see your features

more better.

2 things I like about my art: I like how

you can use your fingers when you

shade. I like my final piece because it is

looking more like me.

1 thing I would change or do differently:

I have to keep remembering that I have

to push myself to get better and don’t

get mad when I mess up and try my best

even if I don’t like it at first.

Exemplar

Teacher’s Overall Analysis and Reflection of Growth Significant growth is captured over three points in time. Marked, exceptional and

masterful growth is clearly demonstrated in their work. The students applied what

they learned from our study of various artists’ portraits, while transitioning into using

media in ways to help enhance certain facial features. In the form of a critique,

students reflected on their work as they considered 3 things that they learned, 2 things

that they liked about their work, and 1 thing that they would change or do differently.

The written assessment captures metacognition, where the students realize their

mistakes and aim to do better. They even found themselves using phrases that I would

use throughout the lesson to scaffold instruction that was used in their self-reflections

as well.

Exemplar