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WCBPA-Washington Classroom-Based
Performance Assessment
A Component of the Washington State Assessment System
The Arts
Grade 5 Visual Arts
Aquarium Tiles
New 2008
Student Name/ID# _____________________________________ Grade Level _________
(circle number)
Creating – 4
Responding – 4
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3 2 1 0
3 2 1 0
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Directions for Administering the
Washington Classroom-Based Performance Assessment (WCBPA)
Arts Performance Assessment
Grade 5, Visual Arts
CBPA Title “Aquarium Tiles”
Introduction
This document contains information essential to the administration of the Washington
Classroom-Based Performance Assessment (WCBPA) Arts Performance Assessment of Visual
Arts CBPA Title “Aquarium Tiles”.
1. Prior to administration as an assessment, all students should have received
instruction in the skills and concepts being assessed.
2. Please read this information carefully before administering the performance
assessment.
3. This CBPA may be used as an integral part of instruction, and/or formative
assessment, summative assessment, culminating project, alternative education
packets of instruction, lesson plans, pre and post assessment, accumulating student
learning data, individual student portfolio item, use of data teaming and
individual/district professional development, professional learning communities,
and in whatever capacity the teacher finds useful to improve arts and all instruction
and student learning.
Test Administration Expectations
 The skills assessed by this item should be authentically incorporated into classroom instruction.
 This assessment item is to be administered in a safe, appropriately supervised classroom
environment following district policy and procedures.
 All industry and district safety policies and standards should be followed in the preparation and
administration of the CBPAs in dance, music, theatre, and visual arts.
 Accommodations based upon student IEP or 504 Plan may require additional assessment
administration modifications.
 Culture, diversity, and religious mores/rules may require additional assessment administration
modifications.
Description of the Performance Assessment
Students taking this performance assessment will respond to a performance prompt and to a
series of short-answer questions.
 Performance prompts ask the students to create an art piece based on the criteria outlined in the
prompt. All student work should be collected to facilitate scoring and to document each
student’s performance.
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 Short-answer questions will ask the students to supply the answer, which may be in the form of
words, numbers, and/or pictures/diagrams. All written work must be completed in the student
answer spaces provided.
 Response sheets are provided for student artwork. All required sketches must be completed on
these student response sheets. Students may create more than one sketch if desired (for
example a silhouette view of the tile) to show the relief component.
 Relief tiles may be collected, kiln fired and/or photographed to document evidence of
completion.
Materials and Resources
Students will need the following materials and resources to complete this performance
assessment:
 Drawing pencils. A 6” x 6” space for sketching is included with this prompt’s documents.
 Pre-made/cut/unfired ceramic clay tiles with a size of 6” x 6”. Tiles may be created by the
teacher before the assessment to save time. If the tile is other than the recommended size of 6”
x 6”, teachers should create a template for students to trace around in order to make the
planning sketch the exact same size as the tile.
 Space for sketching is included with this prompt’s documents.
 Ceramic clay for add on-relief features.
 A pre-designated storage area for the class set of tiles before, during and after the assessment.
 Generally available clay tools and materials, normally available for classroom use when doing
clay projects: such as water containers, water, paper towels, forks, tongue depressors, plastic
bags for overnight storage, clean up supplies.
 Classroom Based Performance Assessment documents.
Note: For additive features the clay should be in a workable /moldable (plastic) state so
additions can be secured into the tile surface. A leather hard state is optimal for carving
features.
Teacher Preparation Guidelines
 This assessment is an individual performance.
 Reproduce a classroom set of student task directions, rubrics, glossary of terms and student
response sheets from this booklet.
 Provide images of aquarium type animals and their environments for students to look at before
they create their relief tiles. These images can be from books, websites, photographs,
magazines, or other sources.
 Make available generally used clay tools and materials, normally available for classroom use
when doing clay projects: such as water containers, water, paper towels, forks, rolling pins,
clay cutters, plastic bags for overnight storage, clean up supplies
 Before students begin working on the tile teachers should have students first incise their names
on the back using a tooth pick or other tool. Lines should also be incised on the backside from
corner to corner in order to avoid the tile from warping.
 If photographing for use in documentation and portfolios, the images should show the sketch
and tile. The students’ names/numbers should be included in each photograph (as per district
policy and not required for this assessment).
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 As an option to a written response, video or audio recording may be used at the teacher’s
discretion. Students being recorded need to be coached to face the recording device when
responding. Students must have a copy of the response sheet when being recorded.
 Students may dictate response sheet answers as necessary to meet student needs. Students may
use resources that are visual in the testing classroom, but the teacher may not prompt or coach
students during the assessment.
 When teachers are administering the assessment, students may ask questions to clarify the
process. Students should be encouraged to ask questions at any time throughout the assessment
administration.
 Accommodations for special needs and limited English speakers:
a. Students may dictate response sheet answers for transcription by an instructional aid.
b. The student may give the written and/or recorded responses in their first language.
c. We request a written and/or verbal English translation for consistency (validity/reliability)
in scoring the rubric.
Suggestions for Time Management
Students may have as much time as they need to complete the task. Time suggestions are a
guide and may be shortened or lengthened to meet individual class and student
circumstances. It is recommended and encouraged that the teacher reviews the glossary and
scoring rubrics with the students.
The following three-day model is a suggested timeframe:
Day One Suggested Time:
• 15 minutes: The teacher provides the class with the item and reads it aloud. The students may
ask questions. The teacher answers any questions asked as distributes all materials (assessment
sheets, pencils, visual resources, unfired clay or tiles, and tools).
• 15–30 minutes: The students begin to create a plan/sketch of their tile. Depending on the
length of class period, the students will either complete their sketch or begin constructing the
aquarium tile.
 5 minutes: Materials will be cleaned up and the clay tiles wrapped air tight and stored for the
following day.
Day Two Suggested Time:
 5 minutes: Materials, drawings, tools and tiles are returned to each student.
 40 minutes: The students continue work on their aquarium tile.
 5 minutes: Materials will be cleaned up. Completed tiles can be left out to dry while those in
process should be wrapped air tight for the following day.
Day Three Suggested Time:
 5 minutes: Materials, drawings and tiles are returned to each student.
 20 minutes: The students complete work on their aquarium tile.
 20 minutes: The students complete response sheets.
 5 minutes: Materials will be cleaned up and response sheets collected.
Recommended Task:
 Photograph completed work
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Optional Tasks:
 Store, dry and fire completed work
 Glaze after bisque firing
NOTE: This would be a good time to photograph the completed work. This process may take
more/less time than outlined above and may need to be completed at another time. The test
administrator may lengthen the response administration time to accommodate the documentation
process.
The responding/scoring is expected to be done at the greenware stage. Teachers are encouraged
to kiln fire the tiles for their students and allow them later to apply a surface finish in order to
save them to take them home.
Test Administration
Students may have as much time as they need to complete the task. All students who remain
productively engaged in the task should be allowed to finish their work. In some cases, a few
students may require considerably more time to complete the task than most students; therefore,
you may wish to move these students to a new location to finish. In other cases, the teacher’s
knowledge of some students’ work habits or special needs may suggest that students who work
very slowly should be tested separately or grouped with similar students for the assessment.
Provide the class with the reproduced student pages, which may include the cover page, student
prompt, response sheet, rubrics, templates, glossary, and any other required materials prior to
beginning the task. Students may highlight and write on these materials during the assessment.
Instruct the students to look at the following student pages. Have the students read the directions
to themselves as you read them aloud. Answer any clarifying questions the students may have
before you instruct them to begin. If this assessment is used for reporting purposes, circle the
scoring points on the cover page of the individual student pages.
Say: Today you will take the Grade 5 Washington Classroom-Based
Performance Assessment (WCBPA) Arts Performance Assessment of
Visual Arts entitled “Aquarium Tiles”.
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Student Name/ID# _____________________________________ Grade Level _________
(circle number)
Creating – 4
Responding – 4
3 2 1 0
3 2 1 0
Aquarium Tiles
The local aquarium is accepting proposals for individual tiles to be included in a decorative tile
border to be installed at the aquarium. The aquarium desires that these tiles be in relief, have
decorative rhythm patterns and feature an aquarium animal or animals. The aquarium has asked
elementary school students from your community to submit actual tiles for the project.
The aquarium requests that each artist also submit a detailed pencil sketch plan for their tile. In
order for your tile to be considered for inclusion you must respond and describe how you met the
requirements. The theme of your tile design must represent aquarium animal(s), without the use
of words or typography.
The Aquarium staff explains that you must meet the following task requirements when
creating your relief tile:
Creating
 Prior to beginning the actual relief tile, you must create a sketch of your relief tile, indicating
which parts are added and which are subtracted.
 The tile must include
 one part with additive relief and one part with subtractive relief.
 pattern in the background using one of the following types of rhythms: regular,
alternating, progressive, angular, flowing, or random.
 an aquarium animal or animals with at least two recognizable features and realistic
features
The aquarium staff explains that you must also meet the following task requirements when
responding about your relief tile.
Responding
 Describe how you created additive relief and subtractive relief in your tile.
 Draw and label the type of rhythmic pattern you used in the background of your tile.
 Identify the aquarium animal or animals you created in your tile and list at least two features of
that animal that make it recognizable.
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WCBPA-Washington
Classroom-Based Performance Assessment
Three Dimensional Visual Arts Performance Assessment
Grade 5 Visual Art
Aquarium Tiles
Visual Arts Glossary
background – the area of an artwork that appears farthest away on the picture plane: a way of
showing space
bisque---unglazed pottery that has been fired at a low temperature to make handling easier in
glazing and to remove all physical water from the clay body; clayware that has been fired once in
preparation for a surface finish, such as paint, stain or glaze; unbisqued clay has not been fired;
bisqueware refers to pottery that has been bisque fired; bisqueware also called biscuit ware in
some areas
ceramic – pottery and any of a number of art forms made form clay products
decorative – ornamental, aesthetically pleasing, providing enhancement
greenware—bone-dry, unfired pottery, in the stage ready for but prior to bisque firing
pattern — a principle of design-the repetition of art elements in an organized way
relief — a type of sculpture in which forms project from a flat background; areas of relief may
be concave or convex
additive relief – a type of relief in which elements are added and protrude from a
surface
bas-relief – a low relief
high relief – a sculptural relief viewed only from the sides and front
subtractive relief – a type of relief in which elements are carved, etched or
inscribed into a surface
rhythm (visual) — a principle of design of visual art---the use of repeated art elements to
create movement in an artwork; examples are alternating, angular, flowing, progressive, random
and regular
alternating rhythm—created by repeating two or more of an element of art, such as redblue, red-blue, red-blue.
angular rhythm—created by repeating two or more lines that have straight angles and
edges
flowing rhythm— rhythm is a principle of design of visual arts: flowing rhythm created
by the repetition of wavy lines or curved shapes; flowing rhythm suggests movement or
motion
progressive rhythm—rhythm created by changing motif shapes or size in steps each
time it repeats
random rhythm—a type of visual rhythm in which the same elements are repeated with
no apparent order, such as stars in the sky
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regular rhythm—visual rhythm using the same elements repeated again and again in a
particular order
Examples of types of rhythm
regular
alternating
random
angular
flowing
angular
progressive
flowing
texture — an element of visual arts; portrays surface quality; how something feels or appears to
feel; some drawing techniques to create texture and patterns are: stippling, hatching, crosshatching, scribbling, broken lines, repeating lines and shapes
types include
actual texture—how something actually feels when touched
visual texture—how something appears to feel; also called simulated texture
theme – central idea that is revealed in the artwork; focused subject matter, topic or idea
typography – the use of text or individual words in a visual design or presentation
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Student Name/Number: ____________________________
Grade Level: __________
Planning / Sketch of Tile
Create a sketch of your relief tile, indicating by using arrows and labels which features are
added and which are subtracted.
 The tile must include:
 a minimum of one part using additive technique and one part using subtractive
relief technique. Use an arrow and label each with the word “additive” and
“subtractive”;
 a pattern in the background chosen from one of the following types of rhythms:
alternating, angular, flowing, progressive, random, and regular; and
 an aquarium animal or animals with recognizable and realistic features.
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Student Name/Number: _______________________________
Grade Level: __________
Response Sheet
The aquarium staff explains that you must also meet the following task requirements when
responding about your relief tile.
1. How did you create additive relief on your tile?
___________________________________________________________________________
___________________________________________________________________________
2. How did you create subtractive relief on your tile?
___________________________________________________________________________
___________________________________________________________________________
3. Draw the pattern you used in the background of your tile in the box below and label
the type of rhythm.
Type of rhythm ___________________________
4. Name one animal you included on your tile and identify two recognizable features of
that animal on your tile :
Name/type of animal: _____________________________________
First feature: ______________________________________________
Second feature: _______________________________________________
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Scoring Guide
Grade 5 Visual Arts
Aquarium Tile
2008
Creating Rubric (1.1.1, 1.1.2, 2.1, 2.2, 3.1, 3.2 and 4.5)
4 A 4-point response: The student demonstrates an understanding of the creative process by
meeting all of the 4 task requirements below:
 the sketch indicates which parts are added and which are subtracted
 the tile includes one part with additive relief and one part with subtractive relief
 the tile includes a background pattern using one of the following types of rhythm: regular,
alternating, progressive, angular, flowing, or random,
 the tile includes an aquarium animal or animals with at least two recognizable features.
3 A 3-point response: The student demonstrates an understanding of the creative process by
meeting three of the four task requirements listed above.
2 A 2-point response: The student demonstrates an understanding of the creative process by
meeting two of the four task requirements listed above.
1 A 1-point response: The student demonstrates an understanding of the creative process by
meeting one of the four task requirements listed above.
0 A 0-point response: The student demonstrates no understanding of the creative process and has
met none of the four task requirements listed above.
Responding Rubric (2.1, 2.2, 2.3, 3.2, and 4.5)
4 A 4-point response: The student explains how they met all of the four requirements listed
below:
 describes how they used additive relief on the tile,
 describes how they used subtractive relief on the tile,
 draws the background pattern and correctly labels the type of rhythm,
 names the aquarium animal(s) and lists two features of that animal that make it
recognizable.
3 A 3-point response: The student explains how they met three of the four task requirements
listed above.
2 A 2-point response: The student explains how they met two of the four task requirements
listed above.
1 A 1-point response: The student explains how they met one of the four task requirements
listed above.
0 A 0-point response: The student explains none of the four task requirements listed above.
NOTE: EALR 3 and 4 are naturally and authentically embedded in the prompts and rubrics
of this assessment, even when not specifically measured.
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