317276092 WASL-05 VA Gr 5 ADP 10-6-05 13

Scoring GuideGrade 5 Visual Arts

You’ve Got It Covered(2005)

Introduction to the Scoring Guide

This booklet includes training sets of anchor, practice, and qualifying sample responses. Theresponses will be used to instruct teachers how to score student responses using the rubricsprovided.

Rubrics

Creating Rubric (1.1.1)

Responding Rubric (2.3)

4 A 4-point response: The student demonstrates a thorough understanding of theresponding process by meeting four or five of the five criteria listed below:• identifies three types of lines used in the artwork;• identifies three qualities of lines used in the artwork;• identifies three shapes used in the artwork;• identifies the type of balance used in the artwork; and• describes how balance was created in the artwork using one or more of the

following: lines, shapes, and/or colors.3 A 3-point response: The student demonstrates an adequate understanding of the

responding process by meeting three of the five criteria listed above.2 A 2-point response: The student demonstrates a partial understanding of the

responding process by meeting two of the five criteria listed above.1 A 1-point response: The student demonstrates a minimal understanding of the

responding process by meeting one of the five criteria listed above.0 A 0-point response: The student demonstrates no understanding of the responding

process by meeting none of the five criteria listed above.

4 A 4-point response: The student demonstrates a thorough understanding of artsknowledge and skills by meeting all of the four task requirements listed below:• uses three distinctly different types of lines (such as horizontal, vertical,

diagonal, curved, and zigzag);• uses three distinctly different qualities of lines (thick, thin, broken, smooth,

fuzzy, long, short, light, and dark);• uses three distinctly different shapes (geometric shapes and/or free-form/organic

shapes); and• uses lines, shapes, and colors to create symmetrical, asymmetrical, and/or radial

balance.3 A 3-point response: The student demonstrates an adequate understanding of arts

knowledge and skills by meeting three of the four task requirements listed above.2 A 2-point response: The student demonstrates a partial understanding of arts

knowledge and skills by meeting two of the four task requirements listed above.1 A 1-point response: The student demonstrates a minimal understanding of arts

knowledge and skills by meeting one of the four task requirements listed above.0 A 0-point response: The student demonstrates no understanding of arts knowledge

and skills by meeting none of the four task requirements listed above.

14

317276092 WASL-05 VA Gr 5 ADP 10-6-05 14

15

317276092 WASL-05 VA Gr 5 ADP 10-6-05 15

Scoring Notes

The following scoring notes should be used as guidelines when scoring this item.

• Points are meted out for the Creating Rubric based on the reader’s impression of theartwork. The reader will view the CD cover and assess the line types, line qualities,shapes, and balance before giving the appropriate score, regardless of what thewritten response might say.

• Points are meted out for the Responding Rubric, based on a combination of thestudent’s written response and their artwork.

• For the Creating Rubric:• Symmetrical or asymmetrical balance must be intentional and obvious.• Balance can be found by either vertical or horizontal division.• “Long” and “short” are acceptable as line qualities, providing that they are

intentional and obvious.• To be accepted as a broken line, the line must be a continuous line that has been

fractured repeatedly ( ___ ___ ___ ___ ___ ___ ), not just a line with a randombreak.

• Bubble letters do not count as free form shapes. No writing is counted for linetypes or qualities because that allows the students to earn points withoutnecessarily showing understanding.

• For the Responding Rubric:

• It is acceptable to use drawings or diagrams on the response page in order toanswer the questions.

• To be credited, the student’s written response must correspond to the design. Inother words, a student would not be credited for saying he/she used “zigzag lines” ifhe/she really did not use zigzag lines.

• “Organic” and “free-form” are acceptable as shape identifiers but “geometric” mustlist specific shapes.

• In order to receive credit for response question #5 (describing how the artistcreated balance), the student must address how colors, shapes, and lines were usedin relation to balance. To earn this point, all three of those elements must beaddressed.

16

Anchor Responses and Annotations

Student Samples Scoring Note

Some of the samples include student work that illustrates how students interpreted thedirections. Student responses are authentic and may contain spelling errors in order todemonstrate the type of response a teacher would see and score. Authentic work duringscoring training allows scorers to see that grammar and spelling are not considered when ascore is given, unless the scorer is unable to interpret its meaning.

The student samples in this training set reflect the response sheet that was originallypiloted with this classroom-based performance assessment. The response sheet hassince been updated and can be found in the Directions for Administration at the front ofthis booklet.

Purpose of Anchor Set

The set of anchor responses is made up of exemplars, examples of student responses at eachscore point. Each anchor response has been previously scored and includes an annotation thatprovides an explanation about the rationale for scoring.

317276092 WASL-05 VA Gr 5 ADP 10-6-05 16