Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

VISUAL ARTS AssessmentPerformance Event V.E102

Robots in Geometric Shapes and Primary Colors

Grade 1

Teacher BookletTeacher DirectionsStudent Directions

Assessment QuestionsClassroom Score Summary

©2018. Please reference the Licensing Statement on this page.

Licensing Statement

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ACKNOWLEDGEMENTS

USING THIS MAEIA ASSESSMENT TO DEMONSTRATE EDUCATOR EFFECTIVENESS (METHOD 1)This assessment can be used to demonstrate arts educator effectiveness by changing the prompt (such as musical selection, play, work of art) used, if any, and repeating the item one or more times either in the current school year or the next one. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.

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Michigan Student Learning Standards Assessed

MAEIA Performance Standard(s)

VA.EL.C.1–Students can identify and apply various techniques, symbols, and materials to achieve desired effects when communicating ideas visually.

Michigan Content Benchmark(s) and GLCE(s)

ART.VA.II.EL.2–Apply knowledge of how visual characteristics and organizational principles communicate ideas.ART.VA.II.1.1–Explore the use of knowledge of the elements of art.

Intended Students First-grade visual arts students

Alignment to National Core Arts Standards

Anchor Standard VA:Cr3–Refine and complete artistic work.

OVERVIEW AND OUTLINE OF THE PERFORMANCE EVENTStudents will answer two selected-response questions about shape. Then using color and geometric shapes, students will create a robot that makes the world a better place.

SUGGESTED TOTAL TIME This assessment has two parts to it. The assessment should take 50 minutes to complete, as shown below:

o Part 1–Assessment Questions (10 minutes)o Part 2–Robot Creation Using Geometric Shapes and Colors (40 minutes)

Note: Part 2 may be done either in one class period or over two class periods.

LIST OF REQUIRED MATERIALSThe materials required for this assessment are:

o Student Bookletso Pencilso Complete sets of crayons, markers, or pre-sharpened colored pencils, in primary colors,

as chosen by the teachero 9" x 12" sheets of white paper

ASSESSMENT SETUPThe teacher should read all of the student directions in the Student Booklet, test items (including answer choices, if any), and scoring criteria to all K–2 students.

The teacher may clarify any instructions for students, remind students how to complete their responses, and encourage them to do their best. Teachers should not help students to

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answer any questions or tell them whether their answers are correct during the assessment.

The MAEIA Classroom Score Summary provided on page 8 of the Teacher Booklet can be used to record students’ scores on the items.

The teacher should make sure that materials are organized and ready at the teacher’s desk prior to the assessment. If using colored pencils, they should be pre-sharpened. Sufficient materials should be provided to give all students a choice of media.

Students should be given the assessment in a visual arts classroom. For students to demonstrate their ability to distinguish primary colors, each student should have access to a set of crayons, markers, or pre-sharpened colored pencils, in primary colors.

DETAILED SCRIPT WITH TEACHER AND STUDENT DIRECTIONSDirections for teachers are in regular text. Directions to be read to students are in bold.

Each student needs a Student Booklet and a pencil. When ready, say:

You each should have a Student Booklet and a pencil. Find the word “Name” on the front cover. Write your name on the line next to the word “Name.” Your teacher will fill in the other information.

Pause while students complete the requested information. Assist students who need help filling in their name. Then say:

Turn to page 2 in your Booklet and read the directions silently as I read them aloud to you.

Pause while students turn to page 2. Then say:

This assessment has two parts to it: o Part 1–Assessment Questionso Part 2–Robot Creation Using Geometric Shapes and Primary Colors

The directions for each part are given in the Student Booklet.

PART 1–ASSESSMENT QUESTIONS For this part of the assessment, each student needs his or her Student Booklet and a pencil. When ready, say:

Turn to page 4 in your Booklet.

Pause while students turn to page 4. Assist any student who needs help with this step. Then say:

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Find the word “Name” on that page. Write your name again on the line after the word “Name.”

Pause while students write their names. Assist students who need help filling in their name. When students are finished, say:

This Part has two short questions. Your teacher will read each question as you follow along. Then you will circle the correct answer for each question.

Find question 1. Circle the geometric shape.

Pause while the children respond to question 1. Then say,

Find question 2. You will draw a geometric shape in each box. Draw a circle in Box 1. Draw a square in Box 2. Draw a triangle in Box 3. Draw an oval in Box 4.

Pause while the children respond to question 2. You may repeat what is to be drawn in each box. When students are finished, say:

When you are finished, tear off page 4 and give it to your teacher.

PART 2–ROBOT CREATION USING GEOMETRIC SHAPES AND PRIMARY COLORSFor this part of the assessment, each student will need a sheet of 9" x 12" white paper and a complete sets of crayons, markers, or pre-sharpened colored pencils in primary colors, as chosen by the teacher. When ready to begin, say:

Please write your name on the back of your sheet of white paper.

Pause for children to respond. Assist students who need help writing their name. Then say:

For this part of the assessment, you will use your imagination to draw a robot that does something to make the world a better place.

On the front side of the paper, you will draw your robot using geometric shapes.

You will use the guidelines on page 2 in your Booklet to create your robot:

o Add details to make your drawing more interesting.o Color your drawing using care. o You will need to draw big to fill the page. o The details could include anything that makes your robot interesting and shows

how your robot makes the world a better place. o You can use many different kinds of shapes and lines to create details on the

inside and on the outside of your robot’s body.

You will have 40 minutes to complete your drawing.

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Your robot will be scored on these five things. Use the Student Checklist on page 2 as you draw your robot.

o Size/Scale—Did you fill the whole page?o Shape—Did you use four or more geometric shapes to draw the body of the

robot?o Idea—Is it clear what your robot does to make the world a better place? o Craftsmanship—Did you show care in your use of color, line, and shape?

You have 30 minutes to draw your robot. Begin drawing now. Your teacher will tell you when your time is almost up.

Pause while students draw. When students have 5 minutes remaining, say:

You have 5 minutes left to finish your drawing.

Pause for 5 minutes. Then say:

Your time is up. You have finished this assessment. Leave your robot drawing and your Student Booklet on your desk.

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TEACHER SCORING RUBRIC

Dimension 1 2 3

Size/Scale Student created a drawing that fills ¼ to ½ of the page in an interesting way.

Student created a drawing that fills ½ to ¾ of the page in an interesting way.

Student created a drawing that fills ¾

to all of the page in an interesting way.

Shape Some shapes are identifiable.

Shapes are mostly identifiable.

Shapes are all clearly identifiable.

Communicates Idea(s)

Purpose/function of robot is unclear. Drawing lacks details.

Drawing suggests purpose/function of robot. Drawing includes details.

Drawing clearly communicates purpose/function

Craftsmanship Drawing shows little care in the use of color, line, and shape.

Drawing shows some care in the use of color, line, and shape.

Drawing shows care in the use of color, line, and shape.

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[This page is on page 4 of the Student Booklet.]ASSESSMENT QUESTIONS

Name ___________________________________________________________________

1. Circle the geometric shape.

A.

B.

C.

[Key: B]

2. Draw a circle in Box 1. Draw a square in Box 2. Draw a triangle in Box 3. Draw an oval in Box 4.

1 2

3 4

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MAEIA CLASSROOM SCORE SUMMARYThe MAEIA Classroom Score Summary is to be used in conjunction with the Teacher Scoring Rubric found in the Teacher Booklet. The teacher should be familiar with the different levels for each dimension in the rubric so that the chart can be filled out accordingly.

_V.E102______ Class: ________________________ Teacher:_______________________________

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STUDENT NAME SIZE CONTENT COLORS CREATIVITY CRAFTSMANSHIP

SUGGESTED ALTERNATIVE PROMPTS FOR THIS ITEM Suggestions for alternative prompt material for this item are provided below. Educators can use these suggestions in order to use the same items more than once to demonstrate student growth. For more information on using MAEIA items for demonstrating teacher effectiveness, see Using MAEIA Assessments to Demonstrate Educator Effectiveness, available on the MAEIA website.

PART 2 – DRAW A BUILDING USING GEOMETRIC SHAPES AND PRIMARY COLORSIf this assessment item is used for demonstrating educator effectiveness, the prompts in Part 2 can be changed to:

For this part of the assessment, you will use your creativity to draw an imaginary building. On the front side of the paper, you will draw your building using geometric shapes. You will draw your building and add details by coloring with primary colors.

You will need to draw big to fill the page.

You will use the guidelines on page 2 in your Booklet to create your building:

o You should use all of the primary colors to draw geometric shapes for the main parts of the building.

o The main parts of the building are walls, a roof, doors, and windows.o You should use all of the primary colors to add details to your building.o The details could include anything that makes your building interesting and

shows how people might use your building. Remember to use your imagination.o You can use many different kinds of shapes and lines to create details on the

outside of your building.

You will have 40 minutes to complete your drawing.

Your building will be evaluated on these five things. Use the Student Checklist below as you draw your building.

o Size/Scale—Did you fill the whole page?o Content—Did you use four or more geometric shapes to draw the building?o Colors—Did you use all of the primary colors for the building and for the details?o Creativity—How creative is your drawing of a building?o Craftsmanship—Did you use geometric shapes to create a building with

recognizable parts?

[Note: The Teacher Scoring Rubric can be used if “building” is substituted for “robot” in it.]

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