Overview
Learning Goals
Assessments
Pre-Assessment
Learning Goal 1:
The student will be
able to recognize both
alternating and
repeating patterns.
Formative
Assessment
Post-Assessment
Learning Goals
Learning Goal 2:
The student will be
able to predict the
subsequent shape in a
linear pattern of
alternating and
repeating shapes.
Assessments
Pre-Assessment
Formative
Assessment
Post-Assessment
Learning Goals
Assessments
Learning Goal 3:
Pre-Assessment
The student will
create an alternating
or repeating pattern
using shapes.
Formative
Assessment
Post-Assessment
Format of Assessment
Worksheet: multiple
choice questions
about alternating and
repeating patterns
Types of pattern Q &
A
Class Discussion
Worksheet: multiple
choice questions
about alternating and
repeating patterns
Adaptations
Repeat directions as
needed and give
encouragement to
students who are
struggling.
Provide adequate wait
time between Q & A.
Explain difference
between types of
patterns in varying
ways.
Assist with sponge
painting and drawing
for students with
disabilities.
Format of Assessment
Worksheet: fill in the
blank with the next
shape in an
established pattern
Class Discussion
Draw a pattern on the
board and see if
students can predict
the next shape.
Worksheet: fill in the
blank with the next
shape in an
established pattern
Adaptations
Read questions aloud
to students one at a
time.
Format of Assessment
Activity: students are
given bags of shapes
and asked to make a
pattern
Students will practice
drawing patterns.
Adaptations
Take shapes out of
bags for students with
disabilities.
Final art project
creating a border
using pattern
Demonstrate sponge
painting to create a
pattern.
Give verbal cues to
help students.
Assist with sponge
painting and drawing
for students with
disabilities.
Assist with drawing
and provide examples
of patterns.
Learning Goals
Learning Goal 4:
The student will be
able to compare
different patterns and
describe the
similarities and
differences between
them.
Assessments
Pre-Assessment
Formative
Assessment
Post-Assessment
Learning Goals
Learning Goal 5:
The student will
discuss the ideas and
feelings they choose
to represent in their
artwork.
Assessments
Pre-Assessment
Formative
Assessment
Format of Assessment
Students will be
shown two examples
of artwork that show
pattern and asked how
they are similar and
different.
Adaptations
Provide ample wait
time after asking
questions. Give
verbal cues and point
towards certain
features of the
artworks.
Students will compare Facilitate class
and contrast their final discussion.
project pattern with
that of a partner in a
discussion.
Format of Assessment
Show students
examples of artwork
that show emotion
and ask if they can
describe what emotion
is being represented.
Q & A about ways to
represent emotion in a
drawing or painting.
Class Critique
Post-Assessment
Adaptations
Draw students’
attention to facial
expressions and color
choices that would
indicate emotion.
Provide sufficient
wait time between
each question and
explanation.
Facilitate and explain
the process of an art
critique.
Pre-Assessment and Post-Assessment
I will employ several methods of evaluation to assess student achievement. Students will
be completing two formal pre-assessments, one which is a kinesthetic activity and the other
being a worksheet. To evaluate students’ activity pre-assessment, I will walk around the room
while the students are attempting to make their patterns and record whether they are making a
pattern, and if so, what type of pattern they are creating. I will also record whether students
make a pattern not only using shapes but also if they make one using color as a personal note to
possibly refer to in later lessons. To evaluate the pre-assessment and post-assessment
worksheets, I will create an answer key to score each student’s work. Depending on how each
student performs on the pre-assessments, I will adapt my learning goals so that the students do
not waste time on information that they already know. If the students display solid knowledge of
the basic types of patterns, then I will change my learning goals to reflect that understanding. To
evaluate the post-assessment for this unit, I will create a scoring rubric on a four point scale that
adequately addresses Learning Goal 3. The first rubriced item will evaluate students’
representation of pattern in the border of their artwork. The students will score a 4 if they create
an alternating or repeating pattern. If a student illustrates an attempt at a pattern, such as if the
majority of the border shows the same pattern except for one side where it is evident the student
lost track of their pattern, then that student will score a 2. If a student shows a placement of
random shapes without any clear attempt at a pattern, then the student will score a 0. For the
other two rubriced items—Rendering of Fall Activity and Craftsmanship—students have the
opportunity to earn either 4, 3, 2, 1, or 0 depending on factors listed in the rubric at the end of the
section. Although these items are not measuring learning goals, they would still be important
factors in the overall grade of the artwork. Learning Goals 4 and 5 will be post-assessed through
individual discussion with each student and also by a class critique. During the critique, students
will be partnered together and given time to talk about the emotions or ideas they expressed in
their personal artwork. They will then be expected to give positive feedback to their partner. At
this time, I will walk around the room to listen and evaluate their discussions and facilitate some
questions if needed.
Formative Assessment
To track student progress throughout the unit, I plan to use several means of formative
assessment. During days of instruction, I will continually ask questions about the material at
hand to check for understanding of key concepts, such as the meaning of a pattern and the basic
types of pattern. This would be important at the beginning of the unit since a basic knowledge of
pattern would be necessary in order to comprehend the proceeding information in the rest of the
unit. Another type of formative assessment I will use will be to allow the students to practice
making patterns. I will clarify to the students that the activity is simply practice, but I will look
at each student’s practice drawings to see whether they grasp the meaning of a pattern in art.
This will be done in the middle of the unit so that they have a clear understanding of the material
before they begin their final art project. Given the time constraints of the class I will be working
with, I will have to begin a summative assessment early on in the unit, but I will take every
opportunity available during class instruction to formatively assess student learning.