VISUAL ARTS - STUDENT PORTFOLIO

RICAPP Pilot
The Rhode Island Visual Arts Professional Learning Community gathered to develop a common understanding of what proficiency looks like based on the RIALN PBGR-VA Standards. The VA-PLC meet monthly and communicated frequently between meetings to analyze a particular genre of work as listed on the RIALN PBGR-VA Portfolio Requirements. Each piece of artwork, and there were several dozen reviewed each month, was assessed based on the [Visual Arts Rubric]. The work viewed in this portfolio exhibits the kinds of work required within the Creating Portfolio, completed within a relatively broad range of Proficient. What is difficult to see is the hard work that was required by each committee member to come to consensus. The Rhode Island Department of Education is supporting efforts by districts to utilize common assessments. Therefore, it is a strong recommendation of this Pilot Team that individuals or panels who are determining Student Proficiency collaborate and calibrate their understanding of what all student work must show. Due to the fact that this portfolio is a collection of work by many students, it does not exhibit student progress. While this is admittedly a limitation, the portfolio is intended to provide all visitors with a general understanding of the breadth of proficient artwork and a process by which certified visual art educators calibrate their assessment for ALL kids. Specific commentary on each piece of artwork will be added in the near future.



Creating

(C3) Analyzes and utilizes concepts and content of the visual arts and other arts disciplines, the humanities, or the sciences to expand the meaning of their artwork.

(C2) Develops the ability to communicate in the language of art forms through the use of materials, tools, and techniques, as demonstrated by using media, techniques, tools and processed with evidence of skill, craftsmanship, and personalization to communicate meaning.

(C1) Engages in self or group expression by creating original artwork and interpreting works of art, as demonstrated by applying visual arts concepts to solve visual arts problems by using analysis, synthesis and evaluation; visually communicating an understanding of how human knowledge is recorded in symbol systems, and demonstrating an awareness of context; and documenting personal progress by maintaining a portfolio of their artwork, identifying works’ strengths and weaknesses, and making necessary modifications.




Evidence



Commentary by reviewers

The Visual Arts Professional Learning Community gathered to develop a common understanding of what proficiency looks like based on the RIALN PBGR-VA Standards. The VA-PLC meet monthly and communicated frequently between meetings to analyze a particular genre of work as listed on the RIALN PBGR-VA Portfolio Requirements. Each piece of artwork, and there were several dozens reviewed each month, was assessed based on the RIALN-VA PBGR Portfolio Creating Rubric.

The work viewed in this portfolio exhibits the kinds of work required within the Creating Portfolio completed within a relatively broad range of Proficient. What is difficult to see is the hard work that was required by each committee member to come to concensus. The Rhode Island Department of Education is supporting efforts by districts to utilize common assessments. Therefore, it is a strong recommendation of this Pilot Team that indivduals or panels who are determining Student Proficiency collaborate and calibrate their understanding of what all student work must show.

Due to the fact that this portfolio is a collection of many student's work, it does not exhibit student progress. While this is admittedly a limitation, the portfolio is intended to inform all visitors a general understanding of a breadth of proficient artwork and the process by which certified visual art educators calibrate their assessment for ALL kids.