When you look at your data, what factors do you see that might limit or affect possible solutions? What did you or notice from doing this Research Interview? Optional Scoring Criteria Below are optional scoring criteria for use in scoring students’ creative process and presentation. These scoring criteria were developed by Emily Titterton, the Vermont Agency of Education’s Art Content Specialist. Melissa Kristiansen, an art teacher from Poultney High School in Rutland Southwest Supervisory Union, was a piloting teacher and a contributing author of this task. NCAS Anchor Beginning Developing Proficient Expanding Standard 1: Generate and I can plan/sketch out I can and make I can design an artistic I can create evidence conceptualize artistic my ideas to gain a adjustments during investigation, for an that expands upon ideas and work. better understanding the art-making aspect of my choosing proficient. of what I am going to process. representing create. life. 5: Develop and refine I can explore I can use my I can make deliberate I can create evidence artistic techniques materials, research, experience with and conscientious that expands upon and work for and make progress different art forms choices in my proficient. presentation. toward a product. and techniques to and in the control my product way in I exhibit and inform my and/or present my choices. work. 6: Convey meaning I can choose a I can my art I can apply my I can create evidence through the discipline and and/or presentation to understanding of that expands upon presentation of artistic medium/genre which communicate an idea. social, cultural, or proficient. work. will communicate my political perspectives ideas. to create an exhibition or presentation.
When you look at your data, what factors do you see that might limit or affect possible solutions? What did you or notice from doing this Research Interview? Optional Scoring Criteria Below are optional scoring criteria for use in scoring students’ creative process and presentation. These scoring criteria were developed by Emily Titterton, the Vermont Agency of Education’s Art Content Specialist. Melissa Kristiansen, an art teacher from Poultney High School in Rutland Southwest Supervisory Union, was a piloting teacher and a contributing author of this task. NCAS Anchor Standard Beginning Developing Proficient Expanding 1: Generate and conceptualize artistic ideas and work. I can plan/sketch out my ideas to gain a better understanding of what I am going to create. I can and make adjustments during the art-making process. I can design an artistic investigation, for an aspect of my choosing representing life. I can create evidence that expands upon proficient. 5: Develop and refine artistic techniques and work for presentation. I can explore materials, research, and make progress toward a product. I can use my experience with different art forms and techniques to control my product and inform my choices. I can make deliberate and conscientious choices in my and in the way in I exhibit and/or present my work. I can create evidence that expands upon proficient. 6: Convey meaning through the presentation of artistic work. I can choose a discipline and medium/genre which will communicate my ideas. I can my art and/or presentation to communicate an idea. I can apply my understanding of social, cultural, or political perspectives to create an exhibition or presentation. I can create evidence that expands upon proficient.
edu-proficiency-based-education-performance-task-change-we-can-see-making-the-invisible-visible.docx