| Assessment Tools | Informal | Formal |
| Formative (work in progress) | · Examples: Peer-to-Peer Turn and Talk
· Whole class discussion · One to one discussion between teacher and student |
· Exit Ticket
· Checklist · Blogpost (with specific prompts) |
| Summative (final) | · Whole class final critique
· Post-it notes with gallery walk · Student informal presentation |
· Rubric
· Artist’s statement · Self-assessment questionnaire · Final Checklist |
| Assessment Criteria aligned with Learning Objectives | Novice (F to D+) | Developing (C- to B-) | Proficient (B to A-) | Exemplary (A) |
| Big Idea, Essential Questions and Central Focus in relation to Mentor Artist
(CD1: Critical Inquiry and Intellectual Development; CD2: Culturally Responsive Practice and Social Justice, Democratic Citizenship and Student Advocacy) |
Big Idea and essential questions are incomplete or not clearly related to Mentor Artist. Central Focus is vague or unrelated | Big Idea and essential questions related to Mentor Artist. The central focus is partially connected to the big idea, though technical aspects of the lesson may be prioritized over concepts | Big Idea and essential questions connect Mentor Artist with the central focus. The relationship between ideas and materials is clear. | Big Idea and essential questions connect Mentor Artist with a clear and compelling central focus and engaging; activity, which effectively integrates material engagement with ideas. |
| Lesson Alignment, with Learning Objectives, NCAS Standards and Developmental Basis
And Assessment Rubric :(CD2: Culturally Responsive Practice and Social Justice, Democratic Citizenship and Student Advocacy; CD3: Critical Inquiry and Intellectual Development, Professional Skills and Disposition) |
lesson plan is hard to follow, with little or no transition or relationship between parts. NCAS and/or developmental basis missing or incomplete | Lesson plan has a logical flow from one section to the next; relationship between lesson components is clear.
NCAS and/or developmental basis is incomplete |
Central focus, activity, learning objectives and assessments are in alignment and designed to support important learning goals. NCAS are adapted to specific lesson and developmental basis is present. | Lesson components are aligned. Lesson unfolds clearly from one section to the next; all lesson components (such as motivational dialog, studio activity and reflection) relate and enhance each other.
NCAS standards are cited and modified to fit lesson which is developmentally appropriate |
| Thoroughness
Including Material Research and Learning Tasks (CD3: Critical Inquiry and Intellectual Development, Professional Skills and Disposition) |
missing key elements/sections.
Material research is either missing or cursory. |
Most sections are completed. elements and lesson plan has a logical flow from one section to the next; relationship between lesson components is clear. | All elements and sections are addressed, with some citations and resources. Learning tasks are specified. | All elements and sections are thoroughly completed, with appropriate citations, resources and learning tasks so that it is clear how this lesson could be implemented in a real classroom. |