V.T103

Create a Personal Emoticon with a Simplified Self-Portrait

In the constructed-response section of this assessment, students will use traditional media to create a simplified self-portrait that expresses an emotion. In the performance task portion of the assessment, they will use a free online drawing program to create a similar self-portrait that expresses the same emotion. In their reflections, students will write responses to four questions regarding the use of traditional and digital media to create similar works of art.

The purpose of this performance task is to assess the students’ ability to move between traditional and digital media as they express their creativity and demonstrate the expressive use of color and line.

This assessment consists of four parts:
o Part 1–Assessment Questions
o Part 2–Performance Task, Part 1—Students will draw and color a simplified self-portrait expressing an emotion.
o Part 3–Performance Task, Part 2—Students will use an online program to create a similar self-portrait expressing the same emotion.
o Part 4–Reflection—Students will respond to questions regarding their experiences drawing self-portraits with traditional and digital media.

This item has not yet been field-tested.

Teacher Booklet

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Student 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

  • Identifying Emotions

  • Expressing Emotion

  • Creating a Likeness

  • Craftsmanship

  • 1
  • 2
  • 3
  • 4

  • The student lists one word or expression that conveys the emotion expressed in the drawing.

    N/A at this time.

  • The student lists two words or expressions that convey the emotion expressed in the drawing.

    N/A at this time.

  • The student lists three words or expressions that convey the emotion expressed in the drawing.

    N/A at this time.

  • The student lists four words or expressions that convey the emotion expressed in the drawing.

    N/A at this time.

  • The emotion intended by the student is unclear. The eyes, eyebrows, and mouth do not convey the intended emotion.

    N/A at this time.

  • The student uses only the mouth to show the intended emotion.

    N/A at this time.

  • The student uses the eyes and mouth to show the intended emotion.

    N/A at this time.

  • The student uses the eyes, eyebrows, and mouth to show the intended emotion.

    N/A at this time.

  • The student used one of the following features to help create a likeness of himself or herself: appropriate skin color, hair color, hair length, or hairstyle.

    N/A at this time.

  • The student used two of the following features to help create a likeness of himself or herself: appropriate skin color, hair color, hair length, and hairstyle.

    N/A at this time.

  • The student used three of the following features to help create a likeness of himself or herself: appropriate skin color, hair color, hair length, and hairstyle.

    N/A at this time.

  • The student used all four of the following features to help create a likeness of himself or herself: appropriate skin color, hair color, hair length, and hairstyle.

    N/A at this time.

  • The artwork is unfinished and careless. There is no clear attempt to apply color with care or to control lines.

    N/A at this time.

  • The artwork is finished and fairly neat. Colors are applied unevenly and lines show the student is beginning to develop control.

    N/A at this time.

  • The artwork demonstrates strong skill in the use of color and line. Colors are generally pleasing and lines are controlled.

    N/A at this time.

  • The artwork demonstrates creative mastery in the use of color and line. Colors are applied evenly and lines are controlled and expressive.

    N/A at this time.

TEACHER SCORING RUBRIC–ONLINE SELF-PORTRAIT

  • Dimension

  • Expressing Emotion

  • Creating a Likeness

  • Age-Appropriate Technology Skills

  • 1
  • 2
  • 3
  • 4

  • The emotion intended by the student is unclear. The eyes, eyebrows, and mouth do not convey the intended emotion.

    N/A at this time.

  • The student uses only the mouth to show the intended emotion.

    N/A at this time.

  • The student uses the eyes and mouth to show the intended emotion.

    N/A at this time.

  • The student uses the eyes, eyebrows, and mouth to show the intended emotion.

    N/A at this time.

  • The student used one of the following features to help create a likeness of himself or herself: appropriate skin color, hair color, hair length, or hairstyle.

    N/A at this time.

  • The student used two of the following features to help create a likeness of himself or herself: appropriate skin color, hair color, hair length, and hairstyle.

    N/A at this time.

  • The student used three of the following features to help create a likeness of himself or herself: appropriate skin color, hair color, hair length, and hairstyle.

    N/A at this time.

  • The student used all four of the following features to help create a likeness of himself or herself: appropriate skin color, hair color, hair length, and hairstyle.

    N/A at this time.

  • The artwork is unfinished and careless. There is no clear attempt to adjust either color or line features to achieve the desired effect.

    N/A at this time.

  • The artwork is finished and fairly neat. Student has used online program features, including line and color; however, colors are applied unevenly and lines show the student is just beginning to develop control.

    N/A at this time.

  • The artwork demonstrates strong skill in the use of online program features, including line and color. Colors are generally pleasing and lines are controlled.

    N/A at this time.

  • The artwork demonstrates creative mastery in the use of online program features, including line and color. Colors are applied evenly and lines are controlled and expressive.

    N/A at this time.
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