Educational Innovation July, 201 Dear Educators, On behalf of all of MCESA, we are excited that you are using our content specific assessments in your school or district. We sincerely hope that the assessments help you to measure student achievement and provide useful information about student learning. Attached are the item specifications that accompany each particular assessment. These item specifications can serve as a useful tool for curriculum mapping activities. To support your use of items specifications, we have a few important points to consider. The item specifications were written for a very specific audience and purpose. They serve as a bridge between the standards and the assessment. The item specifications define for test writers what counts as testable content from the standards. They delineate what could appear on a test or what should not appear on a test. Item writers used the item specifications to write test items. The specifications may use i.e. or e.g. when listing testable content. E.g. means that these things are eligible to be included on the assessment, but the test writer is not limited to them. They are examples. I.e. means that the test content is limited to only those items listed. Although the item specifications show that certain standards are not addressed on the MCESA content specific (multiple choice) assessment, this does not mean that teachers are not responsible for teaching those standards. Teachers are responsible for teaching all of the state standards. For more information about how to use item specifications, please refer to the MCESA Assessment webpage for webcasts that explain in detail the assessment development process and the use of item specifications. Also look for announcements about face-to-face workshops related to instruction or assessment use. http://education.maricopa.gov//site/default.aspx?pageid=26 Sincerely, MCESA Assessment Department 4041 N. Central Avenue, Ste. 1100, Phoenix AZ 85012 Phone 602-506-866 Fax 602-506-75 www.maricopa.gov/schools Known as experts. Renowned for service.
Item Specification for Visual Arts: Intermediate (5 th Grade) Content PO or Strand 1 (Create), Concept 1: Creative Process- The student will develop, revise, and reflect on ideas for expression in his or her own artwork. S1.C1.PO201. Contribute to a discussion about ideas for his or her own artwork N/A 6% S1.C1.PO202. Make and explain revisions in his or her own artwork N/A S1.C1.PO20. Develop plans for his or her own artwork, (e.g., sketches, models, and notes) Identify whether a step in the art-making process is from the planning, creating, or revising phase. Items should include appropriate vocabulary that describes the different phases of the art-making process (e.g.: Brainstorm, notes, sketch, rough draft, plan, revise, and edit.) Identify whether a step in the art-making process is from the planning or creating phase. Items should include appropriate vocabulary that describes the different phases of the art-making process (e.g.: Brainstorm, notes, sketch, rough draft, and plan.)
Content PO or Strand 1 (Create), Concept 2: Materials, Tools, and Techniques- The student will use materials, tools, and techniques in his or her own artwork. S1.C2.PO201. Identify and experiment with materials, tools, and techniques appropriately and expressively in his or her own artwork N/A S1.C2.PO202. Demonstrate purposeful use of materials, tools, and techniques in his or her own artwork N/A Strand 1 (Create), Concept : Elements and Principles- The student will use elements of art and principles of design in his or her own artwork. S1.C.PO201. Identify, select, and use elements and principles to organize the composition in his or her own artwork 2 Identify only the following elements of art: Line, shape, color, form, texture, space, and value. Identify only the following principles of design: Balance, contrast, pattern, movement, and emphasis. 16% Identify only the following elements of art: Line, shape, color, form, texture, and space. Identify only the following principles of design: Balance, contrast, pattern and emphasis. Identify elements of art and principles of design within a piece of artwork. Identify the element(s) used by an artist to create a piece of artwork. Items could ask students to select the dominant element that the artist used to create a piece of artwork. Identify some elements of art and principles of design within a piece of artwork. Items could be about the organization of a composition. Type of lines (e.g.: horizontal, vertical, diagonal, zigzag, wavy, curved, and straight).
Items could be about the organization of a composition. Type of lines (e.g.: horizontal, vertical, diagonal, zigzag, wavy, curved, contour, and straight) Geometric shapes (e.g.: circle, square, triangle, rectangle, rhombus, and hexagon.) Organic shapes (non-geometric) Forms (e.g.: sphere, cylinder, cone, cube, pyramid, rectangular prism) Color (e.g.: neutral, primary/secondary and warm/cool, complementary, intermediate/tertiary.) Value (e.g.: tints, shades, and value scales.) Space: (e.g.: positive/negative, foreground, middle ground, background, and horizon line.) Geometric shapes (e.g.: circle, square, triangle, and rectangle). Organic shapes (non-geometric). Forms (e.g.: sphere, cylinder, cone, and cube). Color (e.g.: primary/secondary and warm/cool). Value (e.g.: tints and shades). Space: (e.g.: foreground, middle ground, background, and horizon line). Texture as related to visual and actual. Balance (i.e.: symmetry and asymmetry). Patterns (e.g.: mathematical and natural). Texture as related to visual and actual. Balance (i.e.: symmetry, asymmetry, and radial) Patterns (e.g.: tessellations, mathematical, natural) Contrast (i.e.: high and low) Movement (i.e.: type of line that depicts movement, type of line that creates movement, and type of line that implies movement) Emphasis (e.g.: color, focal point, and scale)
Content PO or Strand 1 (Create), Concept 4: Meanings or Purposes- The student will express ideas to communicate meanings or purposes in artwork. S1.C4.PO201. Explain purposeful use of subject matter, symbols, N/A and/or themes in his or her own artwork S1.C4.PO202. Create an artwork that serves a function N/A Strand 1 (Create), Concept 5: Quality- The student will apply criteria to assess the quality of in-progress and finished artwork. S1.C5.PO201. Identify successful aspects of his or her own artwork and possible revisions S1.C5.PO202.
Identify and apply technical, functional, formal, and/or expressive criteria in the evaluation of his or her own artwork (e.g., selfevaluations, group critiques, artist s statements) Content PO or Strand 2 (Relate), Concept 1: Artworlds- The student will describe the role that art plays in culture and how it reflects, records, and interacts with history in various times, places, and traditions. S2.C1.PO201. Contribute to a discussion about who artists are, what they do, and why they create art Items address types of artists, including but not limited to painter, photographer, sculptor, graphic/fashion designer, illustrator, ceramicist/potter, and architect. Items address what artists do, including but not limited to communication, expression, awareness, and persuasion. Items should not ask students to identify specific artists. (Example: Who painted Starry Night? ) 18% Items address types of artists, including but not limited to painter, photographer, sculptor, illustrator, and ceramicist/potter. Items address what artists do, including but not limited to communication and expression. Items should not ask students to identify specific artists. (Example: Who painted Starry Night? ) S2.C1.PO202. Discuss how artworks are used to communicate stories, ideas, and emotions 2 Items addressing stories can include everyday life events, special occasions, a significant historical event, and/or a fictional event. Items addressing ideas can include friendship, family, country, hardship, and/or change. Items addressing emotions can include love, sadness, fear, happiness, loneliness, and/or anger. Items addressing stories can include everyday life events, special occasions, and/or a fictional event. Items addressing ideas can include friendship, family, country, hardship, and/or change. Items addressing emotions can include love, sadness, fear, happiness, loneliness, and/or anger. S2.C1.PO20. Discuss what an artworld is and its place in a culture N/A
S2.C1.PO204. Discuss the roles of various artworld experts (e.g., critics, art historians, curators, archeologists, conservators and others) 1 Define art critic, art historian, art curator, archaeologist, art conservator. Use this definition of expert: Someone who has a vast knowledge of a specific topic. Identify the following art-world experts and their basic job description: Use this definition of expert: Someone who has a vast knowledge of a specific topic. Identify the following art-world experts and their basic job description: Artist: A person who creates art. Art Educator: A person who instructs others about art. Artist: A person who creates art. Art Educator: A person who instructs others about art. Art Critic: Critiques art work, both written and verbal. Art Historian: Preserves the history of works of art. Art Critic: Critiques art work, both written and verbal. Art Curator: Selects and arranges art for display. Archaeologist: Discovers artifacts. Archaeologist: Discovers artifacts. Conservator: Preserves and treats art objects. This is a complete list of the art-world experts to be assessed in the summative assessment.
Content PO or S2.C1.PO205. Make connections between art and other curricular areas (e.g., clay production relates to science, contextual information relates to social studies) Connect art to other school subjects, including but not limited to math, science, social studies, and English language arts. Science: Including but not limited to changes in states of matter (e.g.: ceramics, glazing, color mixing), color theory, and reaction. Math: Including but not limited to symmetry, tessellations (e.g.: Escher), measurement, fractions, proportion, ratio, mixture, addition, subtraction, multiplication, line (e.g.: direction, parallel, Mondrian), shape (e.g.: geometric), nets, grids, angles, pattern, form, and value. Social Studies: Including but not limited to art-worlds, art within culture, and art history. Reading: Including but not limited to text in art, contextual clues, video art, artist statements, and narrative. Connect art to other school subjects, including but not limited to math, science, social studies, and English language arts. Science: Including but not limited to changes in states of matter (e.g.: ceramics and color mixing), color theory, and reaction. Math: Including but not limited to symmetry, measurement, fractions, proportion, mixture, addition, subtraction, multiplication, line (e.g.: direction, parallel, Mondrian), shape (e.g.: geometric), nets, angles, pattern, form, and value. Social Studies: Including but not limited to art-worlds, art within culture, and art history. Reading: Including but not limited to text in art, contextual clues, video art, artist statements, and narrative. Writing: Including but not limited to artist statements, rationale, and signature. S2.C1.PO206. Discuss how artworks reflect, ideas, images and symbols from the culture within which they were made N/A
Content PO or Strand 2 (Relate), Concept 2: Materials, Tools, and Techniques- The student will identify/analyze the use of materials, tools, and techniques in artwork. S2.C2.PO201. Identify the relationship between tools, materials, and/or techniques Items should clarify the relationship between tools, materials, and/or techniques. Identify the materials, tools and techniques within a provided context. Painting Brush, tempera, water color, crayon-resist. Collage Scissors, glue, paper, found objects, pictures. 8% Identify the materials, tools and techniques within a provided context. Painting Brush, tempera, water color, crayon-resist. Collage Scissors, glue, paper, found objects, pictures. Drawing Pencil, charcoal, crayons, markers, colored pencils, oil pastels, chalk pastels, rulers, erasers, stencils. 2 Drawing Pencil, charcoal, crayons, markers, colored pencils, oil pastels, chalk pastels, rulers, erasers, stencils. Printmaking Printing plate, ink, brayer, stamps, stencils/templates, rubbings, collagraph. Printmaking Stamps and rubbings. Ceramics Carving, pinch, coil, slab, kiln, clay. Sculpture Wire, paper, papier mache, found objects. Ceramics Carving, pinch, coil, slab, kiln, clay, glaze. Weaving Paper, yarn, loom. Sculpture Wire, paper, plaster of Paris, papier mache, found objects. Provide visual examples that include what the artist used, tools, media, and techniques. Weaving Paper, yarn, loom. Provide visual examples that include what the artist used, tools, media, and techniques. Make sure that they focus on the relationship between the materials, tools and techniques using compare and contrast. S2.C2.PO202. Describe what tools, materials, and techniques were used to create artwork from diverse cultures and times Tools include but are not limited to paintbrush, camera, pen/pencil, glue, markers, stamps, scissors, rulers, texture plates. Materials include but are not limited to canvas, paper, metal, wood, ceramic, fabric, paint, recycled materials/found objects, natural materials, rock, yarn, and clay. Tools include but are not limited to paintbrush, camera, pen/pencil, glue, markers, stamps, scissors, rulers, texture plates. Materials include but are not limited to canvas, paper, metal, wood, ceramic, fabric, paint, recycled materials/found objects, natural materials, rock, yarn, and clay.
Techniques include but are not limited to weaving, drawing, painting, printing, rubbing, hand-building, stamping, collage, and papier mache. Given artwork must have a frame of reference (e.g.: style, title, artist, date, size, location). Techniques include but are not limited to weaving, drawing, painting, hand-building, rubbing, stamping, collage, and papier mache. Given artwork must have a frame of reference (e.g.: style, title, artist, date, size, location). S2.C2.PO20. Describe how scientific and technological advances influence the materials, tools, and techniques used by artists Content PO or Strand 2 (Relate), Concept : Elements and Principles- The student will explore the artistic traditions and visual conventions from diverse cultures, which often differ from the elements and principles traditionally used in many Western cultures. S2.C.PO201. Identify visual/tactile characteristics of artworks from diverse cultures, different places, or times
Strand 2 (Relate), Concept 4: Meanings or Purposes- The student will interpret meanings or purposes of artwork based on contextual information. S2.C4.PO201. Interpret meanings and/or purposes of an artwork using subject matter, symbols, and/or themes 2 Identification needs to be in other artwork, not the student s. Items should be limited to universal themes and subject matter. Items should be culturally unbiased. Subject matter, symbols, and/or themes should be accessible for all. Examples of symbols could include: Heart Flag Keys on a computer keyboard Cell phone Recycle symbol Dove Skull and crossbones Directional symbols (arrows) Weather (e.g.: cloud, raindrop, sun) Animal 14% Identification needs to be in other artwork, not the student s. Items should be limited to universal themes and subject matter. Items should be culturally unbiased. Subject matter, symbols, and/or themes should be accessible for all. Examples of symbols could include: Heart Flag Keys on a computer keyboard Cell phone Recycle symbol Dove Skull and crossbones Directional symbols (arrows) Weather (e.g.: cloud, raindrop, sun) Animal Examples of subject matter could include: Examples of subject matter could include: Still life Landscape Portrait Abstract/Realistic Self-portrait Seascape Cityscape Still life Landscape Portrait Abstract/Realistic Self-portrait Seascape Cityscape Examples of themes could include: Examples of themes could include: Patriotism Motherhood Family War Peace Emotion Friendship Patriotism Motherhood Family War Peace Emotion Friendship
Power Respect Nature Health Power Respect Nature Health S2.C4.PO202. Discuss themes in artworks that illustrate common human experiences that transcend culture, time, and place 2 Use visual examples that depict common human experiences, including but not limited to death, friendship, love, hunger, peace, struggle, triumph, joy, fear, and loneliness. Use visual examples that depict common human experiences, including but not limited to death, friendship, love, hunger, peace, struggle, triumph, joy, fear, and loneliness. S2.C4.PO20. Use contextual information to investigate and interpret meanings and purposes in artworks from the viewpoint of the culture in which it was made Content PO or Strand 2 (Relate), Concept 5: Quality- The student will apply criteria for judging the quality of specific artwork. 6% S2.C5.PO201. Contribute to a discussion about why artworks have been valued within the context of the culture in which they were made. S2.C5.PO202. Demonstrate respect while responding to others artwork. 2 Students can be asked to identify proper vs. improper responses to each other s artwork (e.g.: appropriate physical or verbal responses.) Student behavior in an art setting (e.g.: gallery, classroom, hallway displays, museum, and other public art displays.) Students can be asked to identify proper vs. improper responses to each other s artwork (e.g.: appropriate physical or verbal responses.) Student behavior in an art setting (e.g.: gallery, classroom, hallway displays, museum, and other public art displays.)
S2.C5.PO20. Compare the characteristics of artworks valued by diverse cultures. Content PO or Strand (Evaluate), Concept 1: Art Issues and Values- The student will justify general conclusions about the nature and value of art. S.C1.PO201. Form and support opinions about art (e.g., what art is and why it is important) 6% S.C1.PO202. Debate whether art is different from visual culture in general S.C1.PO20. Discuss reasons why people value art (e.g., sentimental, financial, religious, political, and historical) Items should use reasons listed in the P.O. (e.g.: sentimental, financial, religious, political, and historical) as well as useful, decorative, and other plausible reasons. Items should include a statement that explains the artwork s background to help the student select a reason. Items should use reasons listed in the P.O. (e.g.: sentimental, financial, religious, political, and historical). Items should include a statement that explains the artwork s background to help the student select a reason.
S.C1.PO204. Discuss people s criteria for determining how, or whether, art should be cared for and/or protected Criteria for how art should be cared and/or protected could include: Temperature and climactic conditions, security, lighting, and location of artwork display (e.g.: indoors or outdoors.) Criteria for determining whether art should be cared for/protected could include originality, sentimentality, monetary value, religious value, type of material used to create the piece of art, and historical importance. Items could include a statement or passage that goes along with an image. Criteria for how art should be cared and/or protected could include: Security and location of artwork display (e.g.: indoors or outdoors.) Criteria for determining whether art should be cared for/protected could include originality, sentimentality, monetary value, religious value, type of material used to create the piece of art, and historical importance. Use ready-made art image (e.g., The Mona Lisa, The Scream, and Andy Warhol s Soup Can.) Use ready-made art image (e.g., The Mona Lisa, The Scream, and Andy Warhol s Soup Can.) Content PO or Strand (Evaluate), Concept 2: Materials, Tools, and Techniques- The student will reflect on, and determine how materials, tools, and techniques affect meanings, purposes, and value in artworks. S.C2.PO201. Explain how an artist s use of tools, materials, and techniques affect an artwork s meaning, purpose, and value N/A 6%
S.C2.PO202. Develop and use criteria to evaluate craftsmanship in an artwork Items should evaluate craftsmanship using given criteria. Criteria could include: Is it finished? Neatness Organization Are there unintentional rips or smudges? Appropriate use of materials Items should evaluate craftsmanship using given criteria. Criteria could include: Is it finished? Neatness Organization Are there unintentional rips or smudges? Appropriate use of materials Be clear and specific. Be clear and specific. Use examples and non-examples in items. Use examples and non-examples in items. Items could include use of a rubric. Items could include use of a rubric. Criteria that are provided should be clear and specific. Criteria that are provided should be clear and specific. Items could ask students to define craftsmanship. Items could ask students to define craftsmanship. Strand (Evaluate), Concept : Elements and Principles- The student will judge the effectiveness of the artist s use of elements of art and principles of design in communicating meanings and/or purposes, in artworks. S.C.PO201. Describe an artist s use of elements and principles in an artwork support its meaning and/or purpose Basic identification will reference elements of art and principles of design at DOK 1. Look at artwork and determine what elements of art/principles of design are used. Examples should be a given piece of artwork (not the student s). Examples could include: Paintings by Miro, Matisse, Monet, Mondrian African masks A weaving A sculpture 12% Basic identification will reference elements of art and principles of design at DOK 1. Look at artwork and determine what elements of art/principles of design are used. Examples should be a given piece of artwork (not the student s). Examples could include: Paintings by Miro, Matisse, Monet, Mondrian African masks A weaving A sculpture Identify only the following elements of art: Line, shape, color, form, texture, space, and value. Identify only the following principles of design: Balance, contrast, pattern, movement, and emphasis. Identify elements of art and principles of design within a piece of artwork. Identify only the following elements of art: Line, shape, color, form, texture, space, and value. Identify some of the following principles of design: Balance, contrast, pattern, and emphasis. Identify elements of art and principles of design within a piece of artwork.
Identify the element(s) used by an artist to create a piece of artwork. Items could be about the organization of a composition. Type of lines (e.g.: horizontal, vertical, diagonal, zigzag, wavy, curved, contour, and straight) Geometric shapes (e.g.: circle, square, triangle, rectangle, rhombus, and hexagon.) Organic shapes (non-geometric) Forms (e.g.: sphere, cylinder, cone, cube, pyramid, rectangular prism) Color (e.g.: neutral, primary/secondary, warm/cool, complementary, hue, intermediate/tertiary.) Value (e.g.: tints, shades, and value scales.) Space: (e.g.: positive/negative, foreground, middle ground, background, and horizon line.) Texture as related to visual and actual. Balance (i.e.: symmetry, asymmetry, and radial) Items could be about the organization of a composition. Type of lines (e.g.: horizontal, vertical, diagonal, zigzag, wavy, curved and straight) Geometric shapes (e.g.: circle, square, triangle, and rectangle.) Organic shapes (non-geometric) Forms (e.g.: sphere, cylinder, cone, and cube) Color (e.g.: primary/secondary and warm/cool.) Value (e.g.: tints and shades.) Space: (e.g.: foreground, middle ground, background, and horizon line.) Texture as related to visual and actual. Balance (i.e.: symmetry and asymmetry) Patterns (e.g.: mathematical and natural) Contrast (i.e.: high and low) Emphasis (e.g.: color, focal point, and scale) ADD TO OTHER CELL Patterns (e.g.: tessellations, mathematical, natural) Contrast (i.e.: high and low) Movement (i.e.: type of line that depicts movement, type of line that creates movement) Emphasis (e.g.: color, focal point, and scale) Part one: Specific elements of art/principles of design in an item. Part two: Specific reason (how the element of art and/or principle of design supports the meaning and purpose of the artwork).
Students will identify elements of art (i.e., line, shape, form, space, color, texture, and value) that support the meaning and purpose of the artwork. Content PO or Strand (Evaluate), Concept 4: Meanings or Purposes- The student will judge an artist s success in communicating meaning or purpose in their artwork. S.C4.PO201. Discuss how an artist uses subject matter, symbols, and/or themes to communicate meaning and/or purpose in an artwork N/A
Content PO or Strand (Evaluate), Concept 5: Quality- The student will apply criteria for judging the quality of specific artwork. S.C5.PO201. Understand how the difference in quality between an original and a reproduction affects the viewer s interpretation of an artwork (e.g.,make a museum/artist s studio visit to compare details, size, luminosity, three dimensionality, surface texture) S.C5.PO202. Distinguish art preferences I like it because... from art judgments It is good because from cultural judgments It is important because... N/A Items could ask students to recognize the difference between an art preference, an art judgment, and a cultural judgment. Examples of an art preference: I like this because it s an Impressionist painting. I don t like this because it s ugly. Examples of an art judgment: 8% Items could ask students to recognize the difference between an art preference and an art judgment. Examples of an art preference: I like this because it s an Impressionist painting. I don t like this because it s ugly. Examples of an art judgment: This artwork is successful because the artist properly used line to show movement. This is not a good example of symmetry because both sides are not balanced. This artwork is successful because the artist properly used color to create pattern. This is not a good example of symmetry because both sides are not balanced. Art judgments are based on criteria and the response needs to include evidence to support the judgment. Art judgments are based on criteria and the response needs to include evidence to support the judgment. Examples of cultural judgment: This piece of art is important because it depicts a historical event. This piece of art is important because it tells a story from a religious document.
S.C5.PO20. Use established criteria to make and support a judgment about the quality of an artwork Criteria should include: Elements and principles of art and design Craftsmanship Extrinsic or intrinsic value Choice of materials Appropriate use of medium Appropriate use of materials and tools Artist s skill Ability to evoke emotion and/or create mood Criteria should include: Elements and principles of art and design Craftsmanship Choice of materials Appropriate use of medium Appropriate use of materials and tools Artist s skill Items could include a list of criteria. Items could include a rubric. Items could include a list of criteria.