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Oct 13, 2010

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POW-er Standards

These babies pack a punch! Welcome to another day of Assessment Week on AOE.  So… What is a Power Standard and how does it help assess student artwork?

Power Standards are the “biggies” or the the main overarching concepts that our students must know and be able to do by the end of the trimester or year. We narrowed down each grade level to very specific skills.  Each grade level touches on each of the art elements they just get more challenging and complex as the K-5 experience progresses. These Power Standards are on the report card. Want to learn more about the curriculum I follow? See a more detailed post on it here.

These are our Power Standards for an entire year of K-5 Art. Click on it to make it bigger.

I like using Power Standards, becuase it really simplifies what you are grading. Instead of grading the entire project, you are looking for something very specific, like if the student used symmetry to create a face. You ONLY grade on that standard, not other aspects of the project like craftsmanship, etc. (I’m getting ahead of myself…)

Here is the scale we use to assess our Power Standards on the Report Card (which is given once every trimester) The report card uses the exact langue of our Power Standards. See how they are divided up into three? Two are assessed each Trimester.

Now you know how artwork is graded. But, what about all of the other things, like neatness (craftsmanship) and behavior grades? We do those, too. We decided to separate out craftsmanship and the art skills. We thought if a student could make a perfectly symmetrical butterfly then they would meet the standard, however, if they did it with messy craftsmanship, the would be graded on that in a different section. You see, the thing with standards based grading is it is very specific. It’s not the project overall, you only assess that specific skill you are looking for.

We give 2 other grades on the report card: It looks like this:

Overall I am happy with the way our report card functions. I know there are many other ways to do this, so please share your own experience!  This is not, however the only type of assessment that we do. I will share the other assessments as the week progresses!

Let me know if you have any questions!

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  • S. Brooks

    Hi Jessica! Thanks for sharing. I read through your power standards and wonder if this is the “Overview” that your entire district has adopted and if all the art teachers use this to plan lessons? I absolutely love that you have it simplified down to one sheet!!!! I am so jealous and envious because our state and town could do this as well, but we use a 25 page book. I am on a mission to simplify, thank you for the inspiration.

  • http://theartofeducation.wordpress.com Jessica Balsley

    Hi! Yes, this is something all 8 elementary schools use and agree on. All of our art teachers teach the same concept in the same month. It works well! Hope it helps! If you ever get to the point of re-doing your standards, I’d be happy to consult with your district about it. Keep in touch!
    Jessica

  • Isaac

    It’s great to read about other art teachers focusing on developing authentic assessment. It has to be one of the more difficult subjects to grade, as there aren’t many factual, tangible things to grasp a hold of when evaluating student work. However, once you begin focusing the curriculum on a UbD approach, like you’re doing with the Power Standards, then you can begin to identify what evidence needs to be present to show understanding of the concepts and skills. I recently compiled my own list of concepts and skills that act as our standards, and I was pleased to see that they line up very will with the Power Standards. It is something new we are working with, but I can see its potential with what you’re doing. I put it together because I found the California standards to be of little help in applying it to the curriculum program I envision for our school.

    Our report cards are now completely standards based, and we have 3 similar categories to what you’re working with… Concepts and skills, behavior, and work habits. So, a student who is a bit of a pill can still show that they are able to meet standards… it’s just their behavior that needs improvement. This has been more work for me… but well worth it, as it takes a lot of the guess work out of the equation and gives the students a better idea about how they can improve.

    • http://theartofeducation.wordpress.com Jessica Balsley

      Isaac,
      I think taking the guesswork out of it is key. Art can be so subjective and if we are truly trying to measure student growth, we need to focus in on those exact skills students can (or can’t) do. Good luck writing all of your standards, it sounds like you’ve found a great fit! Keep in touch and thanks for stopping by!

  • S. Brooks

    I have spent the last two days going backwards from the National and State Standards to create Power Standards for my district. I agree with Isaac, the UbD approach makes looking at “the big picture” a lot easier! My goal is to pare the list down from one page of Standards per grade to one page of Power Standards for grades 1-5, as your example shows! I have to look at all the lessons I integrate with the classroom teachers to see which are keepers and review developmental levels, because this is the time to switch some lessons as needed. Thankfully our report card is already on target! Jessica Thank you for the inspiration and sharing a picture of what it can look like visually, that was all I needed to tackle this project!

    • http://theartofeducation.wordpress.com Jessica Balsley

      I am glad the visual picture helped you! I would love to see what you have come up with- Good luck, it’s a big task.

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