V.T101

All about Me—Self-Portrait

Students will use various symbols, techniques, and materials to create a self-portrait that expresses their individuality. Students will begin with a discussion of who they are and what defines each of them as a person. Students will be asked to create a self-portrait with pencil, which will later be colored with crayon. Students will also be asked to include the things and/or people that are important to them within the picture. Finally, students will verbally reflect on their completed pictures, describing to the teacher what their pictures are about. This reflection will be audio recorded by the teacher for scoring purposes.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students.

Teacher Booklet

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These are analytic rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

TEACHER SCORING RUBRIC

  • Dimension

  • Composition

  • Content

  • Creativity

  • Craftsmanship

  • 1
  • 2
  • 3

  • Student has composed a drawing that fills less than half the page.

    Image shows little consideration for the placement and has little or no definition.

    N/A at this time.

  • Student has composed a drawing that fills half the page.

    Image shows thoughtful placement but is vague in their definition.

    View Exemplar

  • Student has composed a drawing that fills the majority of the page.

    Image is clearly defined and shows thoughtful placement.

    View Exemplar

  • Student conveys his or her individuality through the use of details of his or her personal interests, but two or fewer details are recognizable.

    N/A at this time.

  • Student conveys his or her individuality through the use of details of his or her personal interests, but only three or four details are recognizable.

    View Exemplar

  • Student conveys his or her individuality through the use of five or more recognizable details of his or her personal interests.

    View Exemplar

  • Student work shows little to no evidence of individual creativity. There is little or no variety or detail in the images chosen, and the use of color does not help to tell the student’s story.

    N/A at this time.

  • Student work shows evidence of individual creativity through a variety of detailed images, but the use of color somewhat helps to tell the student’s story.

    View Exemplar

  • Student work shows evidence of individual creativity through a variety of detailed images and a use of color that helps to tell the student’s story.

    View Exemplar

  • Student work is somewhat successful in portraying individual ideas.
    Coloring and drawing shows little or no control or intention when creating.

    N/A at this time.

  • Student work successfully portrays individual ideas. Coloring and drawing is controlled and intentional most of the time.

    View Exemplar

  • Student work successfully portrays individual ideas. Coloring and drawing are intentional and controlled.

    View Exemplar

TEACHER SCORING RUBRIC–REFLECTION

  • Dimension

  • Reflection on Drawing

    Student reflects on his or her artwork, verbalizing what is important to him or her. Student describes the meaning of specific details in his or her work.

  • 1
  • 2
  • 3

  • Student reflection has little to do with the picture he or she created.
    Student describes one to two details included in his or her picture.

    N/A at this time.

  • Student reflection is aligned with the picture that he or she created. Student describes three or four details included in his or her picture.

    View Exemplar

  • Student reflection is thoughtful and fully aligns with his or her composition. Student describes five or more details in his or her picture.

    View Exemplar
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