Longwood Education Program SPA Assessment Plan
Longwood Educational Program: PK-12 Art Licensure
Program Coordinator e-mail Address: nelsonkm@longwood.edu
Program Coordinator: Kelly M. Nelson
Program Coordinator Office Phone: X2154
SPA Name: No SPA, State Standards
SPA Website:
Date SPA Assessment Plan Submitted: 05/30/06
Longwood State Assessment Plan – Art Education
Date Plan Approved by AIR:
Page 1
Kelly Nelson 6/28/2016
Chart 1: (X) Marks Standards for Each Assessment
Program Assessments
STATE ART EDUCATION STANDARDS
1
Praxis I
1. Understanding of the knowledge, skills, and processes of the art
discipline as defined in the Virginia Standards of Learning, and how they
provide a necessary foundation for teaching art.
2. Understanding of the knowledge, skills, and processes for
teaching art appropriate to the developmental levels of students in preK12 including the following areas:
a. Knowledge and experience in planning, developing, administering,
and Evaluating a program of art education;
2b. Two-dimensional media and concepts: basic and complex techniques
and concepts in two-dimensional design, drawing, painting, printmaking,
computer graphics and other electronic imagery;
2c. Three-dimensional media and concepts: basic and complex
techniques and concepts in three- dimensional design, sculpture,
ceramics, fiber arts, and crafts;
2d. History of art, including aesthetics and criticism;
2e. The relationship of art and culture and the influence of art on past
and present cultures;
2f. Related areas of art, such as architecture, dance, music ,theatre,
photography, and other expressive arts;
2g. Knowledge and understanding of technological and artistic copyright
laws;
2h. Knowledge and understanding of safety, including use of toxic art
material in various aspects of studio and classroom work; and
2i. Observation and student teaching experiences at the elementary,
middle and secondary levels.
3. Understanding of and proficiency in grammar usage, and mechanics
and their integration in writing.
2
Praxis II
3
Unit and
Lesson
Planning
(ART 441/442)
4
Clinical
Experience
Evaluation
5
Teacher
Work
Sample
X
X
X
X
X
X
X
X
6
Art Dept.
Assessment
(2nd, 3rd or
4th Year)
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
7
NONE
8
NONE
X
X
X
X
This standard is about field experiences
X
X
*This program does not have a SPA, but has State Education Standards.
Longwood State Assessment Plan – Art Education
Page 2
Kelly Nelson 6/28/2016
Chart 2: Program Assessment Descriptions and Delineation of Specific Items that Meet State Standards
Program Assessments
STATE ART EDUCATION STANDARDS
1
Praxis I
1. Understanding of the knowledge, skills, and processes of the art
discipline as defined in the Virginia Standards of Learning, and how they
provide a necessary foundation for teaching art.
2. Understanding of the knowledge, skills, and processes for
teaching art appropriate to the developmental levels of students in preK12 including the following areas:
a. Knowledge and experience in planning, developing, administering,
and evaluating a program of art education;
2b. Two-dimensional media and concepts: basic and complex techniques
and concepts in two-dimensional design, drawing, painting, printmaking,
computer graphics and other electronic imagery;
2c. Three-dimensional media and concepts: basic and complex
techniques and concepts in three- dimensional design, sculpture,
ceramics, fiber arts, and crafts;
2d. History of art, including aesthetics and criticism;
2e. The relationship of art and culture and the influence of art on past
and present cultures;
2f. Related areas of art, such as architecture, dance, music ,theatre,
photography, and other expressive arts;
2g. Knowledge and understanding of technological and artistic copyright
laws;
2h. Knowledge and understanding of safety, including use of toxic art
material in various aspects of studio and classroom work; and
2i. Observation and student teaching experiences at the elementary,
middle and secondary levels.
3. Understanding of and proficiency in grammar usage, and mechanics
and their integration in writing.
2
Praxis II
3
Unit and
Lesson
Planning
(ART 441/442)
4
Clinical
Experience
Evaluation
5
Teacher
Work
Sample
Passing
Score
Rubric
Items 1, 2
CEXEVAL
ART Q1, 1a
Learning
Goals, DFI
Passing
Score
Rubric
Items 3, 6-9
CEXEVAL
ART Q2, 2a
Total TWS
Score
6
Art Dept.
Assessment
(2nd, 3rd or
4th Year)
Passing
Score
CEXEVAL
ART Q2b
Rubric
Item 2b
Passing
Score
CEXEVAL
ART Q2c
Rubric
Item 2c
Passing
Score
Passing
Score
Passing
Score
CEXEVAL
ART Q2d
CEXEVAL
ART Q2e
Learning
Goals, DFI
Learning
Goals, DFI
7
NONE
8
NONE
Rubric
Item 2d
Rubric
Item 2e
Rubric
Item 2f
CEXEVAL
ART Q2g
CEXEVAL
ART Q2h
Passing
Score
This standard is about field experiences
Passing
Score
CEXEVAL
CF VIa-e
*This program does not have a SPA, but have State Education Standards.
Longwood State Assessment Plan – Art Education
Page 3
Kelly Nelson 6/28/2016
Chart 3: List of Assessments and Time of Administration
(Taken from the SPA Report Template: SECTION II— LIST OF ASSESSMENTS)
Type or
Form of Assessment1
When the Assessment
Is Administered2
State Licensure Test
2nd year in program
State Licensure Test
Semester before student teaching
Project
ART 441 and 442
Observation of Student-Teacher
EDUC 403 and 404
5 Teacher Work Sample
Teacher Work Sample
EDUC 404
6 2nd, 3rd and 4th Art Department Assessments
Projects and Interview
Spring 2nd, 3rd and 4th year in program
Name of Assessment
1
Praxis I
2 Praxis II
3 Unit and Lesson Planning
4 Clinical Experience Evaluation
7 None
8 None
PK-12 LICENSURE HAS STATE STANDARDS, NOT A SPA. REPORTS ARE SUBMITTED TO THE STATE WITHOUT A
TEMPLATE.
1
Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).
Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course
title and numbers], or completion of the program).
2
Longwood State Assessment Plan – Art Education
Page 4
Kelly Nelson 6/28/2016
APPENDIX:
Standard Aligned Assessment Rubrics
Longwood State Assessment Plan – Art Education
Page 5
UNIT AND LESSON ASSESSMENT (Assessment #3)
*A composite score of 56 or higher is acceptable.
Name: ________________________
Rating
Indicator
1. Unit Construction
and Alignment
(State Standard 1)
Indicator Not Met
0
1
2
3
Few activities,
assignments and
resources are aligned
with learning goals. Not
all learning goals are
covered in the design.
The unit is not logically
organized (sequence). ).
Activities are not
challenging and varied.
2. Lesson
Construction and
Alignment
(State Standard 1)
Few activities,
assignments and
resources are aligned
with learning goals. Not
all learning goals are
covered in the design.
The lesson is not
logically organized
(sequence). Activities
are not challenging and
varied.
3. Visual
Construction and
Alignment
(State Standard 2a)
Craft is poor and not
reflective of a college
level artist. The visual is
not logically connected
to the unit and lesson
and is not particularly
helpful to the student.
Instruction has not been
designed with reference
to contextual factors and
pre-assessment data.
Activities and
assignments do not
appear productive and
appropriate for each
student.
4. Use of Contextual
Info.
5. Use of Technology
Technology is
inappropriately used OR
teacher does not use
technology, and no (or
inappropriate) rationale
is provided.
Longwood State Assessment Plan – Art Education
Indicator Partially Met
4
5
6
Some activities,
assignments and resources
are aligned with learning
goals. Some learning goals
are covered in the design.
The unit has some logical
organization and appears to
be somewhat useful in
moving students toward
achieving the learning goals.
Some activities are
challenging and varied.
Some activities,
assignments and resources
are aligned with learning
goals. Some learning goals
are covered in the design.
The lesson has some logical
organization and appears to
be somewhat useful in
moving students toward
achieving the learning goals.
Some activities are
challenging and varied.
Craft is satisfactory and
reflective of an unsuccessful
college level artist. The
visual is not solidly
connected to the unit and
lesson and is peripherally
helpful to the student.
Some instruction has
been designed with
reference to contextual
factors and preassessment data. Some
activities and
assignments appear
productive and
appropriate for each
student.
Teacher uses technology but
it does not make a
significant contribution to
teaching and learning OR
teacher provides limited
rationale for not using
technology.
Indicator Met
7
8
9
10
All activities, assignments
and resources are aligned
with learning goals. All
learning goals are covered
in the design. The unit is
logically organized and
appears to be useful in
moving students toward
achieving the learning
goals. Activities are
challenging and varied.
Student
Score
Prof.
Score
All activities, assignments
and resources are aligned
with learning goals. All
learning goals are covered
in the design. The lesson
is logically organized and
appears to be useful in
moving students toward
achieving the learning
goals. Activities are
challenging and varied.
Craft is sound and
reflective of a college
level artist. The visual is
logically connected to the
unit and lesson and is
very helpful to the
student.
Instruction has been
designed with reference to
contextual factors and
pre-assessment data.
Activities and
assignments appear
productive and
appropriate for each
student.
Teacher integrates
appropriate technology
that makes a significant
contribution to teaching
and learning OR provides
a strong rationale for not
using technology.
Page 6
XXX
XXX
XXX
XXX
Implementation
Cause + Effect
6. Motivation
(State Standard 2a)
7. Teacher
Procedures
(State Standard 2a)
8. Student
Procedures
(State Standard 2a)
9. Closure
(State Standard 2a)
10. Delivery
Indicator Not Met
0
1
2
3
Delivery is uninteresting
and unaligned.
Motivation is
developmentally
inappropriate.
Delivery has no logical
flow with rough
transitions and not
aligned with lesson plan
Students are inactive
learners and student
activities are not aligned
to the lesson plan.
Delivery has no
meaningful closure and
is not aligned to the
lesson plan.
The teacher is not
adequately dressed,
speaks without tonal
fluctuations or adequate
pitch, does not use eye
contact and exhibits
some distracting physical
habits.
Indicator Partially Met
4
5
6
Delivery is logically aligned
but not particularly
motivational. Motivation is
developmentally okay.
Delivery has an adequate,
logical flow with bumpy
transitions and fairly aligned
with lesson plan.
Students are fairly active
learners and student
activities are adequately
aligned to the lesson plan.
Delivery has adequate
closure and is fairly aligned
with the lesson plan.
The teacher is adequately
dressed, speaks with some
tonal fluctuations and
adequate pitch, displays
occasional eye contact and
exhibits some distracting
physical habits.
Indicator Met
7
8
9
10
Delivery is well aligned
and exciting for the
students. Motivation is
developmentally
appropriate
Delivery has a logical
flow with smooth
transitions and is strongly
aligned with lesson plan.
Students are active
learners and student
activities are strongly
aligned to the lesson plan.
Delivery has strong
closure and is well
aligned with the lesson
plan.
The teacher is
appropriately dressed,
speaks with tonal
fluctuations with proper
pitch, displays good eye
contact and does not
exhibit distracting
physical habits.
XXXXX
XXXX
Technology
Comments:__________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________
Comments:__________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
______________________
Total Points:__________
Longwood State Assessment Plan – Art Education
Page 7
Encouraging Student and Teacher Learning
Name:__________________
Date:___________________
Please complete the form at two different times; after you teach and before you watch your taped lesson and after
you have watched your taped lesson.
1. What emotions were you feeling while teaching? What feelings actually came across?
Before:
After:
2. When were you the most confident and when were you the least confident?
Before:
After:
3. What did you spend the most time doing and what would your students spend the most time doing? How
does this support your objective or objectives?
Before:
After:
4. Describe your verbal delivery to include tone, volume and speed of your voice, repetitive phrases, etc. How
may your delivery effect your students?
Before:
After:
Longwood State Assessment Plan – Art Education
Page 8
5. Did you ask more questions than make statements? What kinds of questions did you use and how does this
effect student learning? (closed-ended, open ended, simple, complex, etc.)
Before:
After:
6. Describe your nonverbal instruction. (Did nonverbal instruction enhance or detract from the lesson?)
Before:
After:
7. What areas of DBAE instruction did you emphasize the most? What beliefs and values did this convey?
Before:
After:
8. If you were to see a student years from now, what would you like them to remember about your art class,
i.e. this lesson? (Think… THE BIG PICTURE!)
Before:
After:
Longwood State Assessment Plan – Art Education
Page 9
Final Clinical Experience Evaluation v062
(Assessment #4 – Art Education Standards Highlighted)
*Average Score of “2.5” Considered Acceptable
Page 1
Enter the confidential access number provided to you in order to continue to the Clinical Experience
Evaluation.
{Enter text answer}
[
]
Page 2
Final Clinical Experience Evaluation (v. 062)
IMPORTANT NOTE: This evaluation can only be processed if the Longwood ID and teacher
candidate name you provide are accurate. If you do not have access to this information, please ask
the candidate to provide this information. Thank you.
Please provide the candidate's Longwood ID/CWID:
{Enter text answer}
[
]
NOTE: You MUST provide a correct Longwood ID in order for this evaluation to be processed.
Please provide the candidate's name as s/he is currently enrolled at Longwood:
Last Name
{Enter text answer}
[
]
First Name
{Enter text answer}
[
]
Middle Name or Middle Initial
{Enter text answer}
[
]
Please indicate on which of the following you are reporting information:
{Choose one}
( ) Student Teaching Placement 1
( ) Student Teaching Placement 2
( ) Full Student Teaching Experience
( ) Graduate Professional Internship (EDUC 689)
( ) Other Placement
Longwood State Assessment Plan – Art Education
Page 10
Please indicate the semester and year in which you are completing this evaluation:
Semester
{Choose one}
( ) Spring
( ) Summer
( ) Fall
Year
{Choose one}
( ) 2006
( ) 2007
( ) 2008
( ) 2009
( ) 2010
( ) 2011
( ) 2012
( ) 2013
( ) 2014
( ) 2015
Please indicate your role:
{Choose one}
( ) University Supervisor
( ) Cooperating Teacher
( ) University Faculty
( ) Principal
( ) Other
INSTRUCTIONS: Below are essential knowledge and skills that the Longwood Professional
Education Community has determined as important for its candidates to develop during their
educational preparation. Using the available Conceptual Framework Standards Rubrics, please
assess this candidate's present ability to demonstrate these characteristics. If you are unable to
evaluate a candidate on a particular indicator (i.e., you did not have an opportunity to observe this
behavior), please choose "NA" for "Not Applicable/Not Observed." However, please use this option
sparingly as we desire your best judgment of the candidate's ability on as many of these indicators as
possible.
Click here to view a copy of the Longwood Conceptual Framework Standards Rubrics.
Longwood State Assessment Plan – Art Education
Page 11
CF Standard I: Content Knowledge
a. Demonstrates understanding of the subject being taught
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Helps learners understand the subject and its relationship to the student
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Uses variety of methods and materials to present subject content
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Communicates concepts, processes and knowledge
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Demonstrates instructional strategies related to content and student learning
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
f. Guides students to understand content from various perspectives and its relationship to the world
at large
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood State Assessment Plan – Art Education
Page 12
Page 3
CF Standard II: Planning
a. Develops outcomes aligned with standards
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Uses contextual data to design instruction relevant to students
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Plans assessments to guide instruction and measure learning outcomes
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Plans instructional strategies, activities, and adaptations that address learning outcomes for all
students
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Plans instructional strategies, activities, and adaptations that facilitate multiple levels of learning
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood State Assessment Plan – Art Education
Page 13
CF Standard III: Learning Climate
a. Communicates rules, procedures, and academic standards
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Demonstrates fair and positive classroom management techniques
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Establishes a safe and supportive learning environment that encourages mutual cooperation and
respect
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Demonstrates an understanding of child development with respect to typical and atypical
behaviors of students
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Communicates high expectations
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
f. Values and supports student diversity and addresses individual needs
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood State Assessment Plan – Art Education
Page 14
CF Standard IV: Implementation/Management
a. Uses effective lesson design to provide instruction appropriate to lesson objectives
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Facilitates high expectations for all learners through individual and group learning experiences
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Stimulates and encourages critical thinking and creative problem solving as appropriate
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Implements planned instruction based on diverse student needs and assessment data
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Uses time effectively
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
f. Uses and arranges classroom space effectively
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood State Assessment Plan – Art Education
Page 15
Page 4
CF Standard V: Evaluation/Assessment
a. Uses a variety of appropriate evaluation methods for each lesson objective
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Uses assessments that are aligned with learning outcomes
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Analyzes assessment data to guide instruction and learning and to measure learning progress
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Shares assessment results with students and parents
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Adapts assessments to accommodate diverse learning needs and situations
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
CF Standard VI: Communication
a. Demonstrates competence in oral communication
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood State Assessment Plan – Art Education
Page 16
b. Demonstrates competence in written communication
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Demonstrates the ability to communicate with students
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Demonstrates the ability to communicate with school personnel
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Demonstrates the ability to communicate with parents and families
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
CF Standard VII: Technology
a. Uses media, technology, and available resources to design and plan instruction
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Uses media, technology, and available resources to implement instruction and facilitate student
learning
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood State Assessment Plan – Art Education
Page 17
c. Uses media, technology, and available resources to assess and communicate student learning
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Integrates student use of media, technology, and available resources into instruction
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
For the candidate you are evaluating, please indicate his/her educational program of study:
{Choose one}
( ) Art Education
( ) Elementary Education
( ) Theatre Education
( ) Other
Page 5
Below are additional standards for those who are pursuing a degree to work in art education. Please
assess this candidate's present ability to demonstrate these characteristics.
Art Education Standards
1. Demonstrates an understanding of the knowledge, skills, and processes of the art discipline as
defined in the Virginia Standards of Learning, and how they provide a necessary foundation for
teaching art.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
1a. Demonstrates an understanding of planning units and lessons that are discipline based to include
art criticism, history, aesthetics and production standards of learning.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2. Demonstrates knowledge, skills, and processes for teaching art appropriate to the developmental
levels of students in preK-12.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood State Assessment Plan – Art Education
Page 18
2a. Demonstrates knowledge and experience in planning, developing, administering, and evaluating a
program of art education.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2b. Demonstrates knowledge, skills, and processes for teaching two-dimensional media and concepts
including basic and complex techniques and concepts in two-dimensional design, drawing, painting,
printmaking, computer graphics, and other electronic imagery.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2c. Demonstrates knowledge, skills, and processes for teaching three-dimensional media and concepts
including basic and complex techniques and concepts in three-dimensional design, sculpture,
ceramics, fiber arts, and crafts.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2d. Demonstrates knowledge, skills, and processes for teaching history of art, including aesthetics and
criticism.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2e. Demonstrates knowledge, skills, and processes for teaching the relationship of art and culture and
the influence of art on past and present cultures.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2g. Demonstrates knowledge and understanding of technological and artistic copyrights laws.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood State Assessment Plan – Art Education
Page 19
2h. Demonstrates knowledge and understanding of safety, including use of toxic art material in
various aspects of studio and classroom work.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Page 8
Thank you for taking a moment to help us collect information about how well Longwood is preparing
teachers. Please click "finish" below to submit your responses.
Longwood State Assessment Plan – Art Education
Page 20
Teacher Work Sample Analytic Scoring Rubrics
(Assessment #5)
*NOTE: An average score of 2.5 across indicators aligned to any standard is considered Acceptable. A Holistic Score
of 3 or 4 will be considered as meeting Art Education State Standards 2 & 2a.
Contextual Factors
Rubric
TWS Standard: The teacher uses information about the learning/teaching context and student individual differences to
set learning goals, plan instruction and assess learning.
Rating 
Indicator 
1. Knowledge of
Community,
School and
Classroom Factors
2. Knowledge of
Characteristics of
Students
3. Knowledge of
Students’ Varied
Approaches to
Learning
4. Knowledge of
Students’ Skills
And Prior
Learning
5. Implications for
Instructional
Planning and
Assessment
1
Indicator Not Met
2
Indicator Partially Met
3
Indicator Met
Teacher displays minimal,
irrelevant, or biased
knowledge of the
characteristics of the
community, school, and
classroom.
Teacher displays some
knowledge of the
characteristics of the
community, school, and
classroom that may affect
learning.
Teacher displays a
comprehensive
understanding of the
characteristics of the
community, school, and
classroom that may affect
learning.
Teacher displays minimal,
stereotypical, or irrelevant
knowledge of student
differences (e.g.
development, interests,
culture, abilities/disabilities).
Teacher displays general
knowledge of student
differences (e.g.,
development, interests,
culture, abilities/disabilities)
that may affect learning.
Teacher displays general
& specific understanding
of student differences
(e.g., development,
interests, culture,
abilities/disabilities) that
may affect learning.
Teacher displays minimal,
stereotypical, or irrelevant
knowledge about the
different ways students learn
(e.g., learning styles, learning
modalities).
Teacher displays general
knowledge about the
different ways students learn
(e.g., learning styles, learning
modalities).
Teacher displays general
& specific understanding
of the different ways
students learn (e.g.,
learning styles, learning
modalities) that may affect
learning.
Teacher displays little or
irrelevant knowledge of
students’ skills and prior
learning.
Teacher displays general
knowledge of students’ skills
and prior learning that may
affect learning.
Teacher displays general
& specific understanding
of students’ skills and
prior learning that may
affect learning.
Teacher does not provide
implications for instruction
and assessment based on
student individual
differences and community,
school, and classroom
characteristics OR provides
inappropriate implications.
Teacher provides general
implications for instruction
and assessment based on
student individual
differences and community,
school, and classroom
characteristics.
Teacher provides specific
implications for
instruction and
assessment based on
student individual
differences and
community, school, and
classroom characteristics.
Longwood State Assessment Plan – Art Education
Page 21
Score
Learning Goals
Rubric
TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
Rating 
Indicator 
1. Significance,
Challenge and
Variety
(Art Education State
Standards 1, 2d, 2e)
2. Clarity
(Art Education State
Standards 1, 2d, 2e)
3. Appropriateness
For Students
(Art Education State
Standards 1, 2d, 2e)
4. Alignment with
National, State or
Local Standards
(Art Education State
Standards 1, 2d, 2e)
1
Indicator Not Met
2
Indicator Partially Met
3
Indicator Met
Goals reflect only one type
or level of learning.
Goals reflect several types
or levels of learning but lack
significance or challenge.
Goals reflect several types
or levels of learning and
are significant and
challenging.
Goals are not stated clearly
and are activities rather than
learning outcomes.
Some of the goals are clearly
stated as learning outcomes.
Goals are not appropriate
for the development; prerequisite knowledge, skills,
experiences; or other
student needs.
Some goals are appropriate
for the development; prerequisite knowledge, skills,
experiences; and other
student needs.
Most goals are appropriate
for the development; prerequisite knowledge, skills,
experiences; and other
student needs.
Goals are not aligned with
national, state or local
standards.
Some goals are aligned with
national, state or local
standards.
Most of the goals are
explicitly aligned with
national, state or local
standards.
Longwood State Assessment Plan – Art Education
Page 22
Most of the goals are
clearly stated as learning
outcomes.
Score
Assessment Plan
Rubric
TWS Standard: The teacher uses multiple assessment modes and approaches aligned with learning goals to assess
student learning before, during and after instruction.
Rating 
Indicator 
1. Alignment with
Learning Goals
and Instruction
2. Clarity of
Criteria and
Standards for
Performance
3. Multiple Modes
and Approaches
4. Technical
Soundness
5. Adaptations
Based on the
Individual Needs
of Students
1
Indicator Not Met
2
Indicator Partially Met
3
Indicator Met
Content and methods of
assessment lack congruence
with learning goals or lack
cognitive complexity.
Some of the learning goals
are assessed through the
assessment plan, but many
are not congruent with
learning goals in content and
cognitive complexity.
Each of the learning goals is
assessed through the
assessment plan;
assessments are congruent
with the learning goals in
content and cognitive
complexity.
Assessment criteria have
been developed, but they are
not clear or are not explicitly
linked to the learning goals.
Assessment criteria are clear
and are explicitly linked to
the learning goals.
The assessment plan
includes only one
assessment mode and does
not assess students before,
during, and after instruction.
The assessment plan
includes multiple modes but
all are either pencil/paper
based (i.e. they are not
performance assessments)
and/or do not require the
integration of knowledge,
skills and reasoning ability.
The assessment plan
includes multiple assessment
modes (including
performance assessments,
lab reports, research
projects, etc.) and assesses
student performance
throughout the instructional
sequence.
Assessments are not valid;
scoring procedures are
absent or inaccurate; items
or prompts are poorly
written; directions and
procedures are confusing to
students.
Assessments appear to
have some validity. Some
scoring procedures are
explained; some items or
prompts are clearly written;
some directions and
procedures are clear to
students.
Assessments appear to be
valid; scoring procedures
are explained; most items
or prompts are clearly
written; directions and
procedures are clear to
students.
Teacher does not adapt
assessments to meet the
individual needs of students
or these assessments are
inappropriate.
Teacher makes adaptations
to assessments that are
appropriate to meet the
individual needs of some
students.
Teacher makes adaptations
to assessments that are
appropriate to meet the
individual needs of most
students.
The assessments contain no
clear criteria for measuring
student performance relative
to the learning goals.
Longwood State Assessment Plan – Art Education
Page 23
Scor
e
Design for Instruction
Rubric
TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and
learning contexts.
Rating 
Indicator 
1
Indicator Not Met
1. Alignment with
Learning Goals
(Art Education State
Standards 1, 2d, 2e)
Few lessons are explicitly
linked to learning goals.
Few learning activities,
assignments and resources
are aligned with learning
goals. Not all learning
goals are covered in the
design.
Most lessons are explicitly
linked to learning goals.
Most learning activities,
assignments and resources
are aligned with learning
goals. Most learning goals
are covered in the design.
All lessons are explicitly
linked to learning goals.
All learning activities,
assignments and resources
are aligned with learning
goals. All learning goals
are covered in the design.
2. Accurate
Representation of
Content
(Art Education State
Standards 1, 2d, 2e)
Teacher’s use of content
appears to contain
numerous inaccuracies.
Content seems to be
viewed more as isolated
skills and facts rather than
as part of a larger
conceptual structure.
Teacher’s use of content
appears to be mostly
accurate. Shows some
awareness of the big ideas or
structure of the discipline.
Teacher’s use of content
appears to be accurate.
Focus of the content is
congruent with the big
ideas or structure of the
discipline.
The lessons within the unit
are not logically organized
organization (e.g.,
sequenced).
The lessons within the unit
have some logical
organization and appear to
be somewhat useful in
moving students toward
achieving the learning goals.
All lessons within the unit
are logically organized and
appear to be useful in
moving students toward
achieving the learning
goals.
4. Use of a Variety
of Instruction,
Activities,
Assignments and
Resources
(Art Education State
Standards 1, 2d, 2e)
Little variety of instruction,
activities, assignments, and
resources. Heavy reliance
on textbook or single
resource (e.g., work sheets).
Some variety in instruction,
activities, assignments, or
resources but with limited
contribution to learning.
Significant variety across
instruction, activities,
assignments, and/or
resources. This variety
makes a clear contribution
to learning.
5. Use of
Contextual
Information and
Data to Select
Appropriate and
Relevant
Activities,
Assignments and
Resources
(Art Education State
Standards 1, 2d, 2e)
Instruction has not been
designed with reference to
contextual factors and preassessment data. Activities
and assignments do not
appear productive and
appropriate for each
student.
Some instruction has been
designed with reference to
contextual factors and preassessment data. Some
activities and assignments
appear productive and
appropriate for each
student.
Most instruction has been
designed with reference to
contextual factors and
pre-assessment data.
Most activities and
assignments appear
productive and
appropriate for each
student.
Technology is
inappropriately used OR
teacher does not use
technology, and no (or
inappropriate) rationale is
provided.
Teacher uses technology but
it does not make a
significant contribution to
teaching and learning OR
teacher provides limited
rationale for not using
technology.
Teacher integrates
appropriate technology
that makes a significant
contribution to teaching
and learning OR provides
a strong rationale for not
using technology.
3. Lesson and
Unit Structure
(Art Education State
Standards 1, 2d, 2e)
6. Use of
Technology
(Art Education State
Standards 1, 2d, 2e)
Longwood State Assessment Plan – Art Education
2
Indicator Partially Met
Page 24
3
Indicator Met
Score
Instructional Decision-Making
Rubric
TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions.
Rating 
Indicator 
1. Sound
Professional
Practice
2. Modifications
Based on Analysis
of Student
Learning
3. Congruence
Between
Modifications and
Learning Goals
1
Indicator Not Met
2
Indicator Partially Met
3
Indicator Met
Instructional decisions are
mostly appropriate, but
some decisions are not
pedagogically sound.
Most instructional
decisions are pedagogically
sound (i.e., they are likely
to lead to student learning).
Teacher treats class as “one
plan fits all” with no
modifications.
Some modifications of the
instructional plan are made
to address individual student
needs, but these are not
based on the analysis of
student learning, best
practice, or contextual
factors.
Appropriate modifications
of the instructional plan
are made to address
individual student needs.
These modifications are
informed by the analysis of
student
learning/performance, best
practice, or contextual
factors. Include
explanation of why the
modifications would
improve student progress.
Modifications in instruction
lack congruence with
learning goals.
Modifications in instruction
are somewhat congruent
with learning goals.
Modifications in
instruction are congruent
with learning goals.
Many instructional decisions
are inappropriate and not
pedagogically sound.
Longwood State Assessment Plan – Art Education
Page 25
Score
Analysis of Student Learning
Rubric
TWS Standard: The teacher uses assessment data to profile student learning and communicate information about
student progress and achievement.
Rating 
Indicator 
1. Clarity and
Accuracy of
Presentation
2. Alignment with
Learning Goals
1
Indicator Not Met
2
Indicator Partially Met
Presentation is not clear and
accurate; it does not
accurately reflect the data.
Presentation is
understandable and contains
few errors.
Presentation is easy to
understand and contains no
errors of representation.
Analysis of student learning
is partially aligned with
learning goals and/or fails to
provide a comprehensive
profile of student learning
relative to the goals for the
whole class, subgroups, and
two individuals.
Analysis is fully aligned with
learning goals and provides
a comprehensive profile of
student learning for the
whole class, subgroups, and
two individuals.
Analysis of student learning
is not aligned with learning
goals.
3
Indicator Met
3. Interpretation
of Data
Interpretation is inaccurate,
and conclusions are missing
or unsupported by data.
Interpretation is technically
accurate, but conclusions are
missing or not fully
supported by data.
Interpretation is meaningful,
and appropriate conclusions
are drawn from the data.
4. Evidence of
Impact on Student
Learning
Analysis of student learning
fails to include evidence of
impact on student learning
in terms of numbers of
students who achieved and
made progress toward
learning goals.
Analysis of student learning
includes incomplete
evidence of the impact on
student learning in terms of
numbers of students who
achieved and made progress
toward learning goals.
Analysis of student learning
includes evidence of the
impact on student learning
in terms of number of
students who achieved and
made progress toward each
learning goal.
Longwood State Assessment Plan – Art Education
Page 26
Scor
e
Reflection and Self-Evaluation
Rubric
TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to
improve teaching practice.
Rating 
Indicator 
1. Interpretation of
Student Learning
2. Insights on
Effective
Instruction and
Assessment
3. Alignment
Among Goals,
Instruction and
Assessment
4. Implications for
Future Teaching
5. Implications for
Professional
Development
1
Indicator Not Met
2
Indicator Partially Met
3
Indicator Met
No evidence or reasons
provided to support
conclusions drawn in
“Analysis of Student
Learning” section.
Provides evidence but no
(or simplistic, superficial)
reasons or hypotheses to
support conclusions drawn
in “Analysis of Student
Learning” section.
Uses evidence to support
conclusions drawn in
“Analysis of Student
Learning” section. Explores
multiple hypotheses for why
some students did not meet
learning goals.
Provides no rationale for
why some activities or
assessments were more
successful than others.
Identifies successful and
unsuccessful activities or
assessments and
superficially explores
reasons for their success or
lack thereof (no use of
theory or research).
Identifies successful and
unsuccessful activities and
assessments and provides
plausible reasons (based on
theory or research) for their
success or lack thereof.
Does not connect learning
goals, instruction, and
assessment results in the
discussion of student
learning and effective
instruction and/or the
connections are irrelevant or
inaccurate.
Connects learning goals,
instruction, and assessment
results in the discussion of
student learning and
effective instruction, but
misunderstandings or
conceptual gaps are present.
Logically connects learning
goals, instruction, and
assessment results in the
discussion of student
learning and effective
instruction.
Provides no ideas or
inappropriate ideas for
redesigning learning goals,
instruction, and assessment.
Provides ideas for
redesigning learning goals,
instruction, and assessment
but offers no rationale for
why these changes would
improve student learning.
Provides ideas for
redesigning learning goals,
instruction, and assessment
and explains why these
modifications would
improve student learning.
Provides no professional
learning goals or goals that
are not related to the
insights and experiences
described in this section.
Presents professional
learning goals that are not
strongly related to the
insights and experiences
described in this section
and/or provides a vague
plan for meeting the goals.
Presents a small number of
professional learning goals
that clearly emerge from the
insights and experiences
described in this section.
Describes specific steps to
meet these goals.
Longwood State Assessment Plan – Art Education
Page 27
Scor
e
Holistic Score _________
Rate the TWS overall using the following holistic scale:
1 = Beginning
2 = Developing
3 = Proficient
4 = Exemplary
Beginning
The Beginning performance provides little or no evidence of the teacher’s ability to plan, deliver,
and assess a standards-based instructional sequence, analyze student learning, and reflect on
his or her instruction and student learning to improve teaching practice.
Developing
The Developing performance provides limited evidence of the teacher’s ability to plan, deliver,
and assess a standards-based instructional sequence, analyze student learning, and reflect on
his or her instruction and student learning to improve teaching practice.
Proficient
The Proficient performance provides sufficient evidence of the teacher’s ability to plan,
deliver, and assess a standards-based instructional sequence, analyze student learning, and
reflect on his or her instruction and student learning to improve teaching practice.
Exemplary
The Exemplary performance provides clear, consistent, and convincing evidence of the teacher’s
ability to plan, deliver, and assess a standards-based instructional sequence, analyze student
learning, and reflect on his or her instruction and student learning to improve teaching
practice.
Longwood State Assessment Plan – Art Education
Page 28
Art Department Art Education Assessment Rubric
* A score of 2.5 or higher per indicator is considered acceptable
Student Name:_______________________
Virginia Art Education
Standard 2: Understanding of
the knowledge, skills and
processes for teaching art
appropriate to the developmental
students in preK-12 including the
below areas:
Indicator Not Met
1
Assessor:______________________________ Date:_____________________
Indicator Partially Met
2
Indicator Met
3
b) Two-dimensional media and
concepts: basic and complex
techniques and concepts in twodimensional design, drawing,
painting, printmaking, computer
graphics and other electronic
imagery;
Basic and complex techniques
are inadequate as well as
concepts in design, drawing,
painting, printmaking,
computer graphics and other
electronic imagery
Some basic and complex
techniques are inadequate as well
as concepts in design, drawing,
painting, printmaking, computer
graphics and other electronic
imagery
Basic and complex techniques
are adequate as well as concepts
in design, drawing, painting,
printmaking, computer graphics
and other electronic imagery
c) Three-dimensional media and
concepts: basic and complex
techniques and concepts in threedimensional design, sculpture,
ceramics, fiber arts, and crafts;
d) History of art, including
aesthetics and criticism;
Basic and complex techniques
are inadequate as well as
concepts in three-dimensional
design, sculpture, ceramics,
fiber arts, and crafts
Inadequate knowledge of the
history of art, including
aesthetics and criticism;
Inadequate knowledge of the
relationship of art and culture
and the influence of art on past
and present cultures
Inadequate knowledge of
related areas of art, such as
architecture, dance, music
theatre, photography, and other
expressive arts
Some basic and complex
techniques are inadequate as well
as concepts in three-dimensional
design, sculpture, ceramics, fiber
arts, and crafts
Some inadequate knowledge of
the history of art, including
aesthetics and criticism;
Some inadequate knowledge of
the relationship of art and culture
and the influence of art on past
and present cultures
Some inadequate knowledge of
related areas of art, such as
architecture, dance, music theatre,
photography, and other
expressive arts
Basic and complex techniques
are adequate as well as concepts
in three-dimensional design,
sculpture, ceramics, fiber arts,
and crafts
Adequate knowledge of the
history of art, including
aesthetics and criticism;
Adequate knowledge of the
relationship of art and culture
and the influence of art on past
and present cultures
Adequate knowledge of related
areas of art, such as architecture,
dance, music theatre,
photography, and other
expressive arts
e) The relationship of art and
culture and the influence of art on
past and present cultures;
f) Related areas of art, such as
architecture, dance, music theatre,
photography, and other expressive
arts;
1st
2nd
3rd
4th
mid
4th
final
2nd Assessment Comments:
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________
Longwood State Assessment Plan – Art Education
Page 29
Kelly Nelson 6/28/2016
3rd Assessment Comments:
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________
4th Mid Assessment Comments:
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________
4th Final Assessment Comments:
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________
Longwood State Assessment Plan – Art Education
Page 30
Kelly Nelson 6/28/2016