V.E302

Creative Problem Solving with Shapes

Creative Problem Solving with Shapes

In this assessment, students will create a drawing by selecting a word from a list and illustrating it using a circle, a rectangle, and/or a triangle. Students will then write a reflection on their finished work and explain how they used the shapes in their composition to visualize the word.

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


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
  • Creative Problem Solving

    The successful use of problem solving to portray a word using minimal shapes, tools, and media

  • Use of Shapes

    Use of the circle, rectangle, and triangle

  • Communication of Content

    The effective communication of a word through illustration

  • 1
  • 2
  • 3
  • 4
  • Artwork proposes an unoriginal solution that shows little evidence of problem-solving skills.

    N/A at this time.
  • Artwork proposes a solution, but there is little imagination or creativity evident.

    View Exemplar
  • Artwork proposes a solution that is satisfactory.

    View Exemplar
  • Artwork proposes an interesting solution that is imaginative and shows a deep understanding of problem-solving skills.

    View Exemplars
    View Exemplars
  • The student did not use any of the shapes.

    N/A at this time.
  • The student used the shapes to communicate the word chosen but also used additional shapes that were not listed.

    View Exemplar
  • The student used all of the specified shapes to communicate the word chosen.

    View Exemplar
  • The student used all of the specified shapes in an exceptional manner to communicate the word chosen.

    View Exemplar
  • The illustration is unclear and lacking the communication necessary for the viewer to understand the student’s idea.

    N/A at this time.
  • The illustration somewhat communicates the student’s idea to the viewer in regards to the word chosen.

    View Exemplar
  • The illustration satisfactorily communicates the student’s idea to the viewer in regards to the word chosen.

    View Exemplar
  • The illustration clearly communicates the student’s idea to the viewer in regards to the word chosen.

    View Exemplars
    View Exemplars

TEACHER SCORING RUBRIC–REFLECTION

  • Dimension
  • Connection between the Word and the Illustration

  • 1
  • 2
  • 3
  • 4
  • The student did not describe a connection between the word chosen and his or her illustration.

    N/A at this time.
  • The student described a vague connection between the word chosen and his or her illustration.

    View Exemplar
  • The student described an adequate connection between the word chosen and his or her illustration.

    View Exemplar
  • The student described a very clear connection between the word chosen and his or her illustration.

    View Exemplar
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