howard ka2

Key Assessment Part 2 FRIT 7236

TEST DATA:

Table 1

Items on Test 1

Pupils 1Objective

1

2 Objective

2

3 Objective

2

4 Objective

2

5 Objective

3

6 Objective

3

7 Objective

4

8 Objective

5

9 Objective

5

10 Objective

5

TotalScore

1 1 1 1 1 1 1 1 1 0 1 92 0 1 0 0 0 1 1 1 0 0 43 0 1 1 1 1 1 1 1 1 1 94 1 1 1 1 1 1 1 1 0 0 85 1 1 1 1 1 1 1 0 0 1 86 1 1 1 1 1 1 1 1 1 1 107 1 1 1 1 1 1 1 1 1 1 108 1 1 1 1 1 1 1 1 1 1 109 1 1 1 1 1 1 1 0 0 1 8

10 1 1 1 1 1 1 1 1 1 0 911 0 1 1 1 1 1 1 1 1 1 912 1 1 1 0 1 1 1 1 0 1 813 1 1 1 1 1 1 1 1 0 1 914 0 1 1 1 1 1 1 1 0 0 715 1 1 1 1 1 1 0 1 1 1 9

16 0 1 1 1 1 1 1 0 0 1 717 0 1 0 0 1 1 1 0 1 1 618 1 1 1 1 1 1 1 1 1 1 10

Key:

0= Incorrect Response

1= Correct Response


Table 2

Data for Reliability

t1 t1^2 t2 t2^2 t1*t21 90 8100 90 8100 81002 40 1600 60 3600 24003 90 8100 90 8100 81004 80 6400 90 8100 72005 80 6400 90 8100 72006 100 10000 100 10000 100007 100 10000 90 8100 90008 100 10000 100 10000 100009 80 6400 90 8100 7200

10 90 8100 90 8100 810011 90 8100 90 8100 810012 80 6400 80 6400 640013 90 8100 90 8100 810014 70 4900 80 6400 560015 90 8100 90 8100 810016 70 4900 80 6400 560017 60 3600 60 3600 360018 100 10000 100 10000 10000

SUM 1500 129200 1560 137400 132800Mean 83 87

Std. Dev 16 11Reliability 0.87

Report:Section 1: Students


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:


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 1Objective

1

2 Objective

2

3 Objective

2

4 Objective

2

5 Objective

3

6 Objective

3

7 Objective

4

8 Objective

5

9 Objective

5

10 Objective

5

TotalScore


1 1 1 1 1 1 1 1 1 0 1 92 0 1 0 0 0 1 1 1 0 0 43 0 1 1 1 1 1 1 1 1 1 94 1 1 1 1 1 1 1 1 0 0 85 1 1 1 1 1 1 1 0 0 1 86 1 1 1 1 1 1 1 1 1 1 107 1 1 1 1 1 1 1 1 1 1 108 1 1 1 1 1 1 1 1 1 1 109 1 1 1 1 1 1 1 0 0 1 8

10 1 1 1 1 1 1 1 1 1 0 911 0 1 1 1 1 1 1 1 1 1 912 1 1 1 0 1 1 1 1 0 1 813 1 1 1 1 1 1 1 1 0 1 914 0 1 1 1 1 1 1 1 0 0 715 1 1 1 1 1 1 0 1 1 1 9

16 0 1 1 1 1 1 1 0 0 1 717 0 1 0 0 1 1 1 0 1 1 618 1 1 1 1 1 1 1 1 1 1 10

Mean: 8.33

Medium: 9

Standard Deviation: 1.57


Item 1 Item 2 Item 3 Item 4 Item 5 Item 6 Item 7 Item 8 Item 9 Item 10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

% for Correct Responses

% for Correct Responses

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


Table 2:

t1 t1^2 t2 t2^2 t1*t21 90 8100 90 8100 81002 40 1600 60 3600 24003 90 8100 90 8100 81004 80 6400 90 8100 72005 80 6400 90 8100 72006 100 10000 100 10000 100007 100 10000 90 8100 90008 100 10000 100 10000 100009 80 6400 90 8100 7200

10 90 8100 90 8100 810011 90 8100 90 8100 810012 80 6400 80 6400 640013 90 8100 90 8100 810014 70 4900 80 6400 560015 90 8100 90 8100 810016 70 4900 80 6400 560017 60 3600 60 3600 360018 100 10000 100 10000 10000

SUM 1500 129200 1560 137400 132800Mean 83 87

Std. Dev 16 11Reliability 0.87

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 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.

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