Games for Assessment- Guest Blog Emily Compton

Doing my podcast announcement a little different today. I'm sharing a post featuring a guest blogger, Emily Compton. Emily was so kind to chat with me on The Everyday Art Room and as she was talking all I could think is... wow, we need to have visuals as well. So, here are the visuals and more to Emily's Story. 

I met Emily Compton at the NAEA convention 2019 in Boston. We were both presenting a carousel presentation on Games for Assessment set up by Jennifer Dahl. Our presentation was packed... so much so that people lined the walls, they were sitting on the floor and they were spilling out the door. That meant that we could not go from group to group talking about our subject. Instead, we presented the whole group. That was a benefit to me because that meant that I got to hear what the other presenters had to say. Emily Compton had some amazing ideas and I was thrilled when she agreed to do a podcast with me. 

First, let's give you a little insight into Emily Compton.

What is your background?

I finished my 10th year of teaching elementary art in Indiana at Pleasant Crossing Elementary in May. But due to my husband's job, we just relocated to Pennsylvania this summer.  I just started at a new position teaching elementary art in Lancaster County, Pennsylvania! I am both incredibly nervous for such a big change and really excited to get to bring my assessment games to a new group of students.

Who has inspired you?

I’ve worked with some amazing art educators that have helped me hone this curriculum and these art assessments over the years. The team of art teachers in Clark Pleasant Community School Corporation in Indiana has collaborated with me on a lot of these assessments. 

Danielle Keough (left) is a huge inspiration in all things art education (she even made this amazing cake!) and is an amazing curriculum writer. These assessments are strong because they are based on a really strong, scaffolded art curriculum.

Beth Smith (right) really encouraged me to start presenting these assessments and actually did the first few presentations with me. I would have never been able to get up in front of other teachers without her encouragement.

OK... Tell us about Assessment in Art:

I’ve been exclusively using games and manipulatives to assess my elementary students in Art for over four years. In this structure of assessment, students complete a game-like task that practices an art skill, like using primary colors to show how to make secondary colors for example, with me one on one. While a student plays the game I am able to observe and interview the student about their knowledge. This practice feels like a game to the student while allowing me to use a really strong research-based method of assessment that allows students to showcase their knowledge of a topic through logical and coherent conversation and activities. This kind of assessment is actually used frequently in kindergarten classrooms with pre-readers. With a few adaptations for older learners, this method of assessment is the perfect complement to a visual subject and has transformed my art classroom into a more fun, positive place that builds strong student/teacher relationships, is efficient, authentic, growth-based, and accessible for students with special needs.

I have three different styles of games. Many of my games are magnetic manipulatives used on metal cookie sheets. These are great because the pieces all stay with the game when stored.

I also have some games that use a magnetic spinner and a pizza pan with a game mat on it. These games usually have a worksheet that goes with it where students record the information they receive from spinning.

Finally, many of my games have Velcro-backed pieces manipulated inside a file folder. 

When assessing a skill in art I used to create a lot of worksheets like this.

But if you think through it, I was actually assessing many more skills than sorting colors. In filling out this worksheet my students had to be able to find the correct crayon which required some persistence with my crayon buckets (if I’m honest). This was difficult for my students with ADHD or other special needs. Then, once a crayon was selected, students had to be able to locate the correct section to color with the crayon which requires some reading. This was difficult for my low readers. Holding the crayon and coloring required some fine motor skills, also difficult for my students with special needs. Attention to the task and willingness to complete the entire worksheet also required attention to detail and, unfortunately, for all of my learners also took significant time out of their art-making. This worksheet created a lot of barriers for my students that didn’t involve the necessary knowledge being assessed.  Once I acknowledged these shortfalls, my first assessment game looked like this.

While simple in design, it overcame many barriers for my students and focused their energy on the desired content for assessment. Because it involved sorting pieces, my students automatically assumed it was a game. I watched them play with the pieces, read the categories to them and assessed their understanding while they played. It was simple to put together and simple to execute. This was a game-changer in my classroom! From there, I started brainstorming ways to make every worksheet into a manipulative. Over time, my assessment games became more intricate, with magnets and mats for students to put their pieces on instead of handwritten labels, but the concept remains: Get students to manipulate and sort visuals instead of writing, coloring, or answering quiz questions.

What Materials do you use for your assessment? 

I make most of my games and game pieces on Microsoft Word and print/laminate/cut them out. I have a few of the game pieces I’ve made available on TPT.  I either assemble my games as file folders or as magnetic pieces to be used on metal cookie sheets. Generally, I make six copies of each assessment. I love, love, love Dollar Tree. I absolutely cannot live without the cookie sheets and pizza pans from that store. They are cheap which means they are smaller and more lightweight than traditional bakeware. They stack really nicely and all fit on one bookshelf in my classroom so my students have easy access to all of my games at any time. I bought a few pans at a time as I needed them, but I’m probably up to about 60 pans from Dollar Tree at this point! The other two items I always keep on hand for making new assessments or repairing damaged pieces are adhesive Velcro dots and a roll of adhesive, flexible magnetic strips. Finally, a nice game addition is a magnetic spinner. I lucked out and found them at the dollar store years ago. I haven’t been able to find them since. These, from Amazon, are similar to the ones I use. They are the priciest of the materials I have listed, but I think they are worth the investment. I have 6 spinners I use interchangeably for multiple assessment games in multiple grade levels. I have had them for 5 years and they are still going strong! Finally, I recommend considering game storage for easy access. I store all of my games on one bookcase in my classroom so they are out and always accessible for my students. My students enjoy these games so much that they frequently will play with the assessment games as their free time in the art room.

What are the big concepts covered when using these assessments?

These assessment games cover the elements of art for grades K-4 and move into some deeper critical thinking including art history and art criticism skills for 5th grade. Each assessment is linked a scaffolded learning target. I have free downloads to the learning targets I use for each grade level on my website. Students are able to track their progress on the learning target throughout the year and show growth in art skills. The games partnered with the learning target yield the student’s art grade for the year. As a result, I no longer have to put grades on the backs of artworks or require a specific skill show up in a student’s finished piece.  I used to have mixed emotions about the elements of art because artists usually don’t stop to think through which elements they plan to use to make a piece. Art making is a much more organic process, but the elements of art allow students to build a foundational knowledge of the choices artists make. It allows them to know why their choices work/don’t work in the artwork so they can grow as creators. I used to require my students to use a specific element in their work so I could assess their understanding. Now, my students don’t have to use an element of art we’ve been studying in their artwork at all. However, they can show me they understand foundational art skills with these games.  My students are building art knowledge and skills that help support the art-making process, but don’t have to follow strict “rules” in their work. By the end of their elementary art career, my students have a strong knowledge of the elements of art and a strong track record of making art as creative thinkers and makers.

OK... you want to know more about this lady... right? Well here are the ways you can. 1st you can check out her website, Let's Play a Game. Then, you can check out her Teachers Pay Teachers page... you guys, why reinvent the wheel? Use what she has already created and tested. Then, check this girls IG account out. She just started it so be sure to follow! Finally, if you want to connect Emily directly, she invites an email to, emrcompton@gmail.com and checkout our podcast on Everyday Art Room.

Composition Game- Inspired by Lisa Congdon

I love following Lisa Congdon on Instagram (@lisacongdon). Her work is so bright and bold. Her work influences my own personal sketchbook, but with this post, she inspires a lesson for my students. 

I love how Congdon plays with composition using different objects. She is practicing her skills in such a public way when she posts images like the one above.  I see the influence of these exercises in her paintings and drawings. I thought this exercise would be a great one to bring into my classroom as well. 

First I started by introducing my students to Lisa's work and explaining what composition is. I only choose to concentrate on 3 ways to create a composition; Balance, Emphasis, and Pattern.  The following Google Slide shows the introduction to Lisa Congdon's work and a beginner lesson of composition.

Now it was time for students to practice. Here is a video introducing the Composition Game that I wanted them to play. One word that I needed to cover for this video was what substrate is. I gave the simple definition of the place we put the art. If I'm a painter, the substrate might be a canvas. If I draw, the substrate might be paper. 

Students worked in small groups to create 6 different compositions as a group.

I encouraged students to make sure that each hand had a part of this activity. They could either have a person 'in charge' for each composition and switch who that person was, or they could all be actively involved with every composition.

Students documented their work by taking a picture with an iPad.

Students then posted their images to a Media Album in their Schoology class. They were asked to label each image. This was a good formative assessment for me to see if I needed to cover the concept again, or if we were ready to use the concept of composition for their own design work.  

Creating Discussion Without Speaking a Word

 

With this post, I'm exploring Adobe Spark.  You know me, I'm always trying something new.  So for the back story, resources, and more information... click through the Adobe Spark presentation above. 

Now let's talk about having one of the best discussions I've ever allowed my students to have with one another in class... and they did not speak a word.  After completing these amazing Pagoda's in class, I wanted to give the students a chance to do a gallery walk... but better.  I wanted each student to give feedback, to think about the art they were observing.  In turn, every student 'heard' from several viewers their thoughts on the work they created! 

I gave students 5 minutes of uninterrupted critique time.  They were asked to go around the room leaving notes on post-its for as many artworks as they could visit before the time was up.  Because this was the first written critique these students had done, it was important to me that it was only positive.  I also asked every student to sign their initials beside the message they left. They were also asked to move around the room looking for someone who needed a comment, looking for people with a little writing on their comment sheet.  We talked about how there is always something good about every artwork.  Finding the strong parts of an artwork is what makes up better Artist. Finally, I told them, they can not talk while doing this activity.  At the end of the school year, this was the most difficult part of this activity. 

I set the timer and they were off. Students were kind, thoughtful, and respectful of one another.  Their comments were amazing. The details in their writing were fun to look at.  Students walked away with more feedback than I could have ever given them myself.  This was one of the most valuable activities I did this whole last school year.  It's a practice I need to make time for in the short time I have the students in the Art Studio.

Students Record and Share their Knowledge

The National Art Standards have made me rethink how I teach.  In a way, it gave me encouragement to teach the way I feel learning should be presented to students.  In this post, allow me to share how Presenting Art has become more than just a display in the hallway.  

Take a look above, our National Standards encourage that we allow students to SHARE!  What better way to do that than through video. I have been sure to record and share with parents this whole year using the app Seesaw.  There is one small word that bothers me about that last statement, the word 'I'.  We as teachers should be encouraging our students to present their work to their audience themselves.  This is one way to do that.

I set up my room to allow the students to work, but also record their voices for video.  I showed the students a tutorial that I had made of how to create a heart.  First drawing, and then cutting. This seems like a nice easy task... but it is a bit challenging for some of the K's and a few 1st graders too.  It's a skill that needs to be taught if you want a student to perform it.  That sounds funny... doesn't it.  You need to teach the simplest of skills... break it down, show them step by step.  Even how to draw and cut a heart.  I show them in video form to demonstrate what I will be asking them to do later in class.

You need a skill that is simple to start with the tutorial.  Students need to be able to create and be self-explorers. So the room ends up looking like this (see below).

And your students leave your classroom looking like this... 

I have one station set up for recording.  So students might have to (more like, 'get-to') work on the floor. The station is set up with two crates with glass across the top.  The glass is from a display case... shhhh, don't tell. There are two iPads on the glass and I had this setup on both sides of the table to allow four students to record at once. 

The students demonstrate under the glass and the iPad stays on the glass. 

Each iPad has a headphone attached to it with a microphone. This allows the little voices of the students to be amplified and heard over the activities of the classroom.  I had these donated from Doners Choose (Thanks again to my sponsors).  

Here is a view to see what the classroom looks like in action. 

Here are a couple tutorials created by my students. 

The above demonstration is from a Kindergarten student. I love this view of what she was doing because I was able to see that she could use some help on her scissor grip.  I didn't know that previously.  This form of recording is a great way to assess skills. 

In the above video, I love that the student is trying so hard to get the action under the camera. I also was impressed that he took the time to show how to make the heart... and how NOT to make the heart.  Consider what his tutorials will look like after practice.  This was a great start to show a baseline for these Kindergarten and 1st-grade students. 

Art Reflection- Artist Trading Cards

Last year I shared how to reflect on the Artist Trading Cards by using a worksheet (click here for previous post).   I have added a worksheet to share with you for free on Teachers Pay Teachers (click here).

This year I have had the MOST successful reflection on the Artist Trading Cards!! This is the breakdown of what I call Trade Day.

First, I have placed a card into every students ATC sleeve.  I can look at the cards that they have created and match up ability levels and interest.  When they come into class, I try to really pump them up.  I write down the number of cards we received in the trade... one number at a time.  This creates a lot of anticipation and a BIG... united WOW! Then I explain that I have cards in their folders right now!! This minute!! Waiting for them!! Again... the crowd goes WILD!!! I explain that they will have the opportunity to look at the cards and keep it, or look at the card and exchange it.  I see the kids going around with such excitement showing off the cards to one another.

Then I have them join me in a circle with their cards.  Here is the conversation that takes place:

Me:
Do you know where your card came from? Raise your hand if you do... If you don't know where it came from, Why?

Student Answers:

• Because the handwriting is sloppy.
• Because the Artist didn't write the correct information on it.
• Because it is in a different language.

Me: 

OK... so we are going to know where some cards come from and some are a mystery to us. Let's keep that in mind as we do our next activity.  We will be passing the cards to the person on your right (point to the person on your right) every time I say switch. You will have a few seconds to look at the image and the information on the back. There is no conversation at this time, you are simply letting your brain take it all in.  Don't worry... you will get your card back.

We then do the activity of passing the art from around the circle as I show in the video below.

More discussion takes place.

Me:

Did you see some cards that were totally impressive?  What made them so amazing?  What techniques or mediums did you see? Why do you think they were so high quality?  I'm going to give you a minute to talk to your neighbor and then we'll talk about it as a group. 

Students responses: 

• I think they were good because they took their time.
• I think they were high quality because they were older then us.
• The mediums were interesting. 
• So on, and so on.

Me: 

OK, did you see any cards that if you saw the Artist, you would make suggestions for them to improve on?  Why do you think some of the cards could be a little better?

Students:

• They might be a kindergartener. 
• The Artist might have different abilities. 
• They might have not cared about the project.
• Maybe the teacher didn't give them enough time.

One little guy said, I don't think we should judge their work.  I validated that, I said you're right, we don't know what the situation of the Artist was however conversation about art is for learning.  These are just suggestions that we might make to an Artist to help them grow and get better. 

This took most of the hour.  I gave the assignment that they will be making an artwork that is inspired by the art received.  They will be making their own ATC replicating the art they received... or being inspired by the subject or the elements of design used.  I show them examples of students who did this last year.

See in this example, the student is using the technique as their inspiration. 

In this one, the elements of color and somewhat of the subject.

This Artist was inspired by the texture created by the braille paper used on their received card. They created their own bumpy paper for their card.

This student chose to recreate their card with the colors and style. 

 

The rest of the hour (maybe 10 minutes by this time) we spend preplanning how they will create their card inspired by the received art trade. They can also let me know if they need specific materials for next time. 

The following art class we will be working on the cards and then writing a compare and contrast using a worksheet to guide then (click here).  I will have them take a digital image of this to send to me and also place on their google drive/ Schoology account.  This will be how I grade their work for this trimester... It will allow us to reach the national standards of reflection and connecting.

Art Reflection- Careers in Art

I have been doing a concentration on #CareersInArt with my 3rd grade this year.  We are all loving it.  The kids are having a blast and learning a lot.  Click here to see more lesson plans and videos on Careers in Art. 

I wanted to make sure that the kids had a formal reflection about the careers we had covered in the past four visits to the art room. I started the kids out with a worksheet that we completed together.  I didn't want them to worry about the names of the careers, I wanted to hear more about the reflection... what they liked (and why) and what they found challenging (and why).  Feel free to share this reflection with your own students.  I have a FREE printable on my TpT store. 

The next part of the project, I showed my students how to draw a troll.  They created a troll to be one of the 4 careers in art.  In our case, the trolls had to be an architect, medical illustrator, toy designer, or botanist. I glued this worksheet onto the back of the artwork at the end of class.  The next class students were able to finish their designs by drawing, outlining and coloring if they had time. The artwork was sent home.  With the reflection sheet on the back, my hope was that the kids would share this with their parents and it would help communicate what we have been doing in the Art Studio. 

You will see a lot of Troll projects from me right now because it's the kids pop culture right now... it's HOTT for this minute in time.  This idea could be changed for any main character.  You could use your mascot, something seasonal (a turkey for Turkey perhaps), or themselves. Or even an interior design project with no subject at all... just the inside of a room of a career in Art. 

Above is a Botanist Troll. 

We have a Medical Illustrator above complete with teeth and bones. 

Here's a Troll with a ponytail.  She just happens to be an Architect. 

This Troll is more of a Yoda Troll I guess... He's a toy designer. 

It was a fun project for my students to do while reflection on the content learned thus far this year.