Allman ARE 6905 Research Proposal 2

8/12/2019 Allman ARE 6905 Research Proposal 2

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Exceptional Art Education Assessment

Running head: EXCEPTIONAL ART EDCATION A!!E!!"ENT

Research Proposal o# a Pro#essional De$elopment !eries #or Art Teachers% Application

and Accommodation to Assessment Ru&rics #or the Exceptional Art !tudent

Chad Allman

ni$ersit' O# Central (lorida

)


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&e collected and anal'*ed to pro$ide ans+ers to the e##ecti$eness o# the assessment tools

in the artistic de$elopment o# the exceptional student,

Research Question/ Hypothesis

The 9uestion that +ill guide this research stud' is as #ollo+s: 4hat e##ect +ill a

training session on the de$elopment o# ru&rics #or the exceptional art student ha$e on

teacher preparation and student de$elopment in art It is #oreseen that +ith proper

assessment modi#ication training2 a large percentage o# the teachers +ill sho+ an

increased con#idence in the assessment o# students +ith $arious emotional2 mental and

ph'sical disa&ilities, It is also h'pothesi*ed that a modest percentage o# the students o#

these teachers +ill sho+ gro+th in artistic de$elopment2 moti$ation and s.ills,

Definitions

Ru&ric ; A scoring tool that la's out the speci#ic expectations #or an assignment,

"oti$ation ; A su##icient +illingness to participate,

!.ill Ac9uisition ; A target s.ill and the extent to +hich competenc' in the s.ill

is demonstrated,

Expressi$e ; $isuall' demonstrating ideas2 #eelings and experiences,

A##ect ; The impact that art+or. +ill ha$e on a student%s emotion2 moti$ation2

&eha$ior2 etc,

Indi$idual Education Plan ; A plan o# accommodations and goals #or a student

+ith specials needs,


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Re$ie+ o# Literature

Art Education and Rubrics

The use o# grading ru&rics as a #orm o# assessment in art education is #airl' ne+

o$er the past couple o# decades, An historical re$ie+ o# assessment in art education o$er

the past one hundred 'ears &' -ru&er = >o&&s 68??87 did not mention the +ord 0ru&ric1

once, >istoricall'2 some proponents o# art education ha$e $ie+ed assessment in arts to &e

the least important purpose &ehind teaching art to children, -ru&er = >o&&s 68??87 state

the #ollo+ing:

The strength o# the child@centered and sel#@expressi$e educational mo$ements2

inspired in the earlier part o# the centur' 6&' among other +ritings2 those o# (reud

and De+e'7 still pre$ailed, As a result2 there +as less emphasis placed on

assessment o# student art products, 6p, )


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ser$icea&le to in#orm students o# +a's to impro$e their learning and to in#orm teachers o#

+a's to impro$e their teaching1 6"cCollister2 8??82 p,B7,

One extremel' important role that the ru&ric pla's in assessment in art education

is its #ormati$e role o# pro$iding #eed&ac. during the process o# creating art+or., 0As a

communication tool2 the ru&ric encourages acti$e learning and the artistic de$elopment o#

students &' pro$iding language #or assessing process and product1 6Connell' = 4ol#2

8??2 p, 8?7, O#ten times2 art teachers grade the student%s art+or. at the end o# the

pro/ect and discuss aspects onl' seen in the art+or. itsel#, I# student learning is to ta.e

place2 +e must &e a&le to help the student during the process o# &uilding &ecause these

are the moments that +ill ha$e a direct impact on the #inal dra+ing2 painting2 sculpture2

etc, "cCollister 68??87 states:

The ru&ric2 +hether generated +ith a class or pre$iousl' constructed +ith an

earlier class2 can assist the teacher in learner inter$ention, Inter$ention can occur

+hen a student is #altering or uncertain and experiencing di##icult' ma.ing

transitions #rom less@sophisticated to more sophisticated +or., 6p, B7

The student and teacher interaction +ith the ru&ric during the process o# creating art+or.

ena&les the student to ma.e constant decisions on ho+ he or she is currentl'

accomplishing the art learning goals #or that particular pro/ect or #or the goals o# the

o$erall class, 4ithout this #ormati$e sel#@assessment2 the student ma' miss one or more

.e' elements o# learning in art,

Use of the I.E.P in Assessment Rubrics

Through personal re#lections and dialogue +ith #ello+ art teachers it is assumed

that o#ten times the exceptional art student is not properl' assessed, It is a common

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practice #or art teachers to /ust gi$e a general grade #or an exceptional student%s art+or.

out o# con#usion o# +hat should &e graded or out o# sheer pit', O#ten times2 parents2

teachers and administrators /ust +ant the student to ha$e a #un and positi$e experience in

art that sho+s good to a$erage grades, It is assumed that the student might not &e a&le to

sho+ more a&ilit' or speci#ic le$els in learning gains, Is this reall' the case or are +e /ust

unprepared as art teachers to implement a more speciali*ed approach to assessing

exceptional student art+or.

This stud' is directl' #ocused on the use o# detailed ru&rics in the assessment o#

the process and product o# &uilding art+or., One o# the main #actors that needs to &e

addressed #or teachers to &e a&le to e##ecti$el' create these ru&rics is the understanding

and implementation o# the exceptional student%s Indi$idual Education Plan 6I,E,P7, There

are man' ad$antages to re$ie+ing a student%s I,E,P, &e#ore considering +hat goals +ill &e

esta&lished and e$entuall' assessed, "orreau = Anderson state that 0&' adding planning

and e$aluation procedures included in the IEP2 art teachers can assure master' o# the

s.ills needed to achie$e mature artistic expression1 6"orreau = Anderson2 )GB2 p, ))7,

This pro#ound statement tells us to go to the source that gi$es us the most in#ormation

a&out the goals and accommodations o# the studentH the I,E,P, 4h' not go to the one

source that is prepared &' exceptional education pro#essionals #or that one speci#ic

student The I,E, P, +ill pro$ide descriptions o# cogniti$e2 ph'sical or e$en emotional

goals, The art teacher +ill need to cross@re#erence those speci#ic goals +ith the goals

+ithin the art curriculum to create goals uni9ue to the student, "orreau = Anderson

agreed that an I,E,P, can 0assure personali*ed programs #or disa&led students and ele$ate


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the &asic s.ills o# art1 6p,))7, !peci#ic examples o# goals #or art and exceptional

education +ill &e incorporated in the example ru&rics in this proposal,

Assessin the E!ceptiona" Art Student

There are $arious exceptionalities that the art teacher must consider +hen

assessing the special@needs student, !tudents +ith emotional disa&ilities +ill re9uire a

di##erent set o# accomplishments than the student +ith se$ere ph'sical or motor

disa&ilities, (or this reason2 it is important to loo. at the goals and accomplishments o#

the indi$idual student and ta.e caution in comparing the student to the goals o# other

students, >enle' states2 0assessment tools must &e de$eloped that address all #acets o# the

child%s #unctioning2 including moti$ation2 s.ill de$elopment2 &eha$ior2 aesthetic

expressi$it' and a##ect1 6>enle'2 )GG82 p, 8B?7, These #acets that >enle' re#ers to as

0The (i$e Domains1 6)GG87 +ill &e used in this stud' at $arious le$els in relation to the

le$el o# cogniti$e2 emotional or ph'sical handicap o# the art student, This assessment

approach is student@centered and pro$ides the teacher +ith #eed&ac. that +ill allo+ the

teacher to re#lect upon $arious artistic or de$elopmental s.ills the exceptional art student

is pro#icient or de#icient in, This teacher re#lection +ill result in modi#ications o# #uture

assessments to meet the needs o# the indi$idual student, This #orm o# assessment can &e

$ie+ed as authentic assessment #or it pro$ides the student +ith the po+er to set

appropriate goals and accomplishments, These assessments 0ma.e explicit +hat the

students% +or. is /udged on2 and2 in e##ect2 are standard@setting rather than standard@

testing in their character1 6Dorn2 8??82 p, B87, !tate and national standards are o#ten

$ague in the speci#ic s.ills that are expected o# the a$erage art student, 4h' not set the

appropriate standards to that o# the studentH or in this case2 the exceptional student,


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"ethodolog'

Research #ethodo"oy

The research methodolog' that +ill &e utili*ed in the research stud' is action

research, A description &' (raen.el = 4allen explains that 0Action research is most

appropriate +hen teachers or others in$ol$ed in education +ish to ma.e something &etter2

impro$e their practice2 deal +ith a trou&lesome issue2 or correct something that is not

+or.ing1 6 (raen.el =4allen2 8??2 p, F)7, Action research is per#ect #or this stud'

&ecause it is a 9ualitati$e method that can &e assimilated into teachers% e$er'da'

curriculum, -roup re#lections and dialogue &' the participants at this local +or.shop are

incorporated into the curriculum to &e tried2 tested and hope#ull' true, Lastl'2 in action

research there is the de$elopment o# an action plan to implement into teachers%

curriculum and assessment de$elopment, This speci#ic plan ena&les teachers to pro$ide

the &est practices possi&le #or assessing exceptional art student de$elopment,

Samp"e of Participants

ecause random sampling is so di##icult on such a small local le$el2 the sampling

o# the stud' +ill &e dictated &' the $oluntar' participation o# art teachers in the local

district, Results are not going to &e generali*ed &ecause the purpose o# this stud' is to

implement exceptional education assessment strategies at the local le$el,

Instrumentation

The art teachers that participate in this 'ear@long action research group +ill &egin

&' completing an entrance sur$e' that as.s man' speci#ic 9uestions a&out current

practices in assessing exceptional students% art+or. and per#ormance in the classroom,


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The nature o# the 9uestions +ill &e demographical2 attitudinal2 #actual and h'pothetical,

An example o# this sur$e' is listed as Appendix A,

During one o# the earl' pro#essional de$elopment sessions2 the teachers +ill

complete a ru&ric@&uilding 9uestionnaire that +ill as. them to identi#' speci#ic details

a&out a student%s &ac.ground and per#ormance in the art classroom, The teacher +ill also

choose grading categories or identi#iers that +ill &e used in the creation o# the ru&ric #or

that particular student, Re$ie+ Appendix #or an example o# this teacher 9uestionnaire,

Another instrument that +ill pla' an important role in the assessment o# the

exceptional art learner is the actual ru&ric that the teachers ha$e created, Teachers +ill &e

pro$ided an example o# a ru&ric created #or a student +ith limited sight and a &lan. ru&ric

that can &e used as a starting point, The example +as created using the 9uestionnaire

a&o$e to sho+ the process and #actors in +hich the ru&ric +as authenticall' created

speci#icall' #or the student +ith limited sight, An example o# the &lan. ru&ric Appendix

C and limited sight student ru&ric Appendix D is listed at the conclusion o# this paper,

The art teachers +ill also .eep a re#lection /ournal on the implementation o# the

accommodation ru&rics used +ith exceptional art students throughout the 'ear, The

teachers +ill create re#lecti$e 9uestions #or /ournal entries at one o# the pro#essional

de$elopment meetings at the &eginning o# the 'ear to help guide their thoughts and

pro$ide a structure +ithin to collect meaning#ul data as it relates to the success or #ailure

o# student learning and implementation o# the assessment ru&rics,

Procedura" Detai"s$

Procedures #or this stud' +ill change during the actual implementation o# the

action research group, A list o# general details o# +hat2 +hen and ho+ is as #ollo+s:

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Art teachers in the count' in +hich I teach +ill &e contacted through email a&out

the action research group that +ill stud' the e##ects o# assessment ru&ric training on

exceptional student art learning, I +ill coordinate a list o# potential participants through

the count' art coordinator and contact the coordinator in charge o# sta## de$elopment #or

the count', I +ill also contact the count' coordinator in charge o# E,!,E, to help design

meaning#ul experiences +ith the participants, The action research group +ill meet #our

times o$er the span o# one school 'ear &eginning at pre@planning and ending at post@

planning,

At the #irst training session o# the group the participants +ill ta.e a sur$e'

6Appendix A7 that as.s 9uestions a&out their current thoughts and practices #or assessing

students that are designated E,!,E, through an I,E,P, The sur$e' +ill &e used as a

spring&oard #or discussion and a plan o# action +ill &e created &' the participants #or the

extent o# the school 'ear,

The second training session +ill #ocus on >enle'%s 0(i$e Domains1 and the use

o# student I,E,P, in#ormation in the creation o# an accommodation ru&ric #or a speci#ic

student currentl' enrolled in each o# the participants% class, The participants +ill utili*e

the ru&ric@&uilding 9uestionnaire 6Appendix 7 to help guide them into creating their #irst

exceptional student ru&ric #rom the training session, A &lan. ru&ric 6Appendix C7 and a

completed example ru&ric 6Appendix D7 +ill &e pro$ided as support materials, The

participants +ill discuss the potential e##ects o# the ru&ric2 possi&le changes and potential

methods #or re#lection and data collection,

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The third training session +ill #ocus on speci#ic results that the teachers ha$e

recei$ed #rom the implementation o# the ru&rics, Discussion +ill #ocus on possi&le

pro&lem@sol$ing changes to speci#ic ru&rics,

The #inal session +ill ha$e the participants ans+er an exit sur$e' that +ill stem

#rom the same 9uestions as the &eginning sur$e', Discussion +ill #ocus on the o$erall

experience and e##ecti$eness o# the action research group and the use o# the assessment

ru&rics,

Interna" %a"idity$

There are some threats to the internal $alidit' o# this stud', One o# the most

common threats to a stud' that progresses o$er a long period o# time is the mortalit'

threat, It is possi&le that some o# the participants might come to the &eginning sessions

and #ill out the entrance sur$e'2 &ut not come to the last session to #ill out the exit sur$e',

This +ill need to &e something that is addressed +hen the participants &egin to tr' to

control this threat, Implementation and attitudinal threats are possi&le &ecause the main

researcher +ill &e a participant5#acilitator in the action research group, I +ill &e collecting

and interpreting data, This can lead to a &ias in anal'sis and interpretation o# the results,

Data Ana"ysis$

The main data anal'sis o# this action research group +ill &e a comparison o# the

entrance and exit sur$e's the participants ha$e completed, The sur$e' ans+ers +ill &e

anal'*ed on the percentages o# responses #or each ans+er and the comparison o# each

respondent%s ans+ers #rom the entrance and exit sur$e', Conclusions +ill &e dra+n #rom

the data and the results +ill &e compared to the h'pothesis,

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Conclusion

In conclusion2 the use o# assessment ru&rics has increased o$er the past decade in

the art classroom, Teachers o#ten &rea. do+n a class pro/ect into small accomplishments

that measure the student%s understanding and per#ormance o# each tas. at hand, O#ten

times2 art teachers +ill not use the same ru&rics or an' ru&rics at all +hen assessing an

exceptional student%s art+or., Teachers o#ten #eel incompetent in the modi#ication o# the

ph'sical classroom and the curriculum, This proposal has suggested that ru&rics that are

&ro.en up into accomplishments that are re#lecti$e o# the art teacher%s goals and the

student%s I,E,P, goals +ill raise exceptional student learning in art and art teachers%

con#idence in the assessment o# the exceptional art learner, The #ormat o# an action

research group through a series o# local pro#essional de$elopment sessions on &uilding

ru&rics #or the exceptional learner is a great +a' to implement meaning#ul student@&ased

assessment techni9ues, (our sessions and support through email and &logs +ill help

teachers #ine@tune their ru&rics and understand that the ru&rics can e$ol$e o$er time to

match up +ith ne+ goals #or the exceptional art learner, Data +ill &e collected through a

teacher entrance and exit sur$e' to pro$ide in#ormation that can support the h'pothesis o#

this research proposal, Although action plan research is not intended to &e generali*ed2

the results o# this stud' +ill pro$ide strong results that +ill change the participants% $ie+s

and practices o# assessing the exceptional art student, I# these changes can &e made2 e$en

at a small le$el2 the exceptional art student%s a&ilities +ill rise in all ph'sical2 cogniti$e

and artistic areas,

)8


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Re#erences

Carrigan2 , 6)GGB7, Attitudes a&out persons +ith disa&ilities: A pilot program,Art

Education. B672 )@8),

Connell'2 ", = 4ol#2 J, 68??7, The art o# ru&rics: painting &' num&ers, &eachin

Artist

Journa". F6B72 8G@8,

Coo.2 ,-2 Cameron2 D,L, = Tan.ersle'2 ", 68??7, Inclusi$e teachers% attitudinal

ratings o# their students +ith disa&ilities, &he Journa" of Specia" Education. B?6B72

8


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"cCollister2 !, 68??87, De$eloping criteria ru&rics in the art classroom,Art Education.

FF6B72 B@F8,

"orreau2 L, = Anderson2 (, E, 6)GB7, Indi$iduali*ed education programs in art: &ene#it

or &urdenArt Education.


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Appendix A

Entrance !ur$e'

)7 4hat is 'our age

A7 8B@


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Please ans+er 9uestions on a scale o# ) to B, 6) M 0Not True at All12 8 M 0!ome+hat

True12 < M 0True1 and B M 0Extremel' True17

)7 I ha$e a lot o# experience teaching art to students +ith special needs,

) 8 < B

87 I #eel con#ident teaching art to students +ith special needs,

) 8 < B


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) 8 < B

)7 >o+ do 'ou currentl' assess 'our exceptional students% art+or.

A7 (ormati$e

7 !ummati$e

C7 Tests

D7 Letter -rades

E7 Ru&rics

(7 Port#olios

-7 Per#ormance

>7 OtherKKKKKKKKKKKKKKKKKKKKKKKKKK

87 4hat #actors ma.e up 'our assessment criteria

A7 Expressi$e ualities

7 (ormalistic ualities

C7 Cra#tsmanship

D7 !.ill Ac9uisition

E7 E##ort

(7 Per#ormance o# tas.s

-7 OtherKKKKKKKKKKKKKKKKKKKKKKKKKKKKK

Appendix

Ru&ric uilding #or the Exceptional Art !tudent

Ru&rics are a great +a' to assess student per#ormance and production in art, Creating thought#ul ru&rics #or

students +ith $arious cogniti$e2 emotional or ph'sical disa&ilities can lead to greater le$els o# student

learning2 moti$ation and s.ills in art, se the #ollo+ing re#lecti$e 9uestions and examples to help 'ou #ine@

tune 'our ru&rics #or current and #uture exceptional art students,

)7 4hat is the current status5condition o# m' exceptional art student

)


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87 Do I ha$e a current I,E,P, #or this student

a$e I o&ser$ed the student creating art in the art classroom I# so2 +hat situations ha$e &een

di##icult #or the student

B7 4hat are #our to six accommodations and5or goals suggested in the I,E,P, that I +ould incorporate

into this particular ru&ric

F7 4hat assessment #actors o# >enle'%s 0(i$e Domains1 +ould I li.e to use #or the assessment o#

this student and 4h' "oti$ation2 eha$ior2 Aesthetic5Expressi$it'2 !.ill Ac9uisition2 A##ect

7 4hat grading #actors o# m' current grading ru&rics +ould I li.e to use in this ru&ric and 4h'

7 Do I +ant to pro$ide Points2 Percentages or !atis#actor' ran.ings in the scoring o# this ru&ric

7 Create a list o# all grading #actors and determine a +eight and range o# points #or each #actor, sethe example &lan. ru&ric or create 'our o+n ta&le,

Appendix C

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Appendix D

)G


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8?


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Exceptional Art Education Assessment 8)

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Allman ARE 6905 Research Proposal 2