_Standards-Based Grading Summary (used for individual assignments): The BAME scale.
_Art room grading scale (used for overall report card grades):_A: 94% - 100%
A-: 90% - 93% B+: 87% - 89% B: 83% - 86% B-: 80% - 82% C+: 77% - 79% C: 73% - 76% C-: 70% - 72% D+: 67% - 69% D: 63% - 66% D-: 60% - 62% F: 0% - 59% _National Standards for Arts Education (from ARTSEDGE):
1. Grades 9–12 Content Standard 1: Understanding and applying media, techniques, and processes. 2. Grades 9–12 Content Standard 2: Using knowledge of structures and functions (i.e. the elements and principles of design). 3. Grades 9–12 Content Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas. 4. Grades 9–12 Content Standard 4: Understanding the visual arts in relation to history and cultures. 5. Grades 9–12 Content Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others. 6. Grades 9–12 Content Standard 6: Making connections between visual arts and other disciplines. _Goals of art per the National Board
for Professional Teaching Standards (from http://nbpts.org/userfiles/File/eaya_art_standards.pdf page 19).
Students will be able to: 1. Communicate ideas and feeling through the creation of works of art. 2. Interpret, evaluate, and respond to complex characteristics of works of art, design, and visual culture. 3. Understand the roles and functions of artists and works of art in cultures, times, and places. 4. Perceive, understand, question, and appreciate the diverse meanings and values of works of art. 5. Make valid connections among the content of art, other subject areas in the curriculum, and everyday life Iowa CORE: 21st Century Skills.
_Civic Literacy
Civic Literacy_1. Understand the rights and responsibilities of each citizen and demonstrate the value of lifelong civic action. Civic Literacy_2. Understand how the government established by the Constitution embodies the principles of democracy. Civic Literacy_3. Understand the purpose and function of each of the three branches of government established by the Constitution. Civic Literacy_4. Understand the similarities and differences among the complex levels of local, state, and national government. Civic Literacy_5. Understand strategies for effective political action that impacts local, state, and national governance. Civic Literacy_6. Understand how laws are established at the local, state, and national levels. Civic Literacy_7. Understand how various political systems throughout the world define the rights and responsibilities of the individual. Civic Literacy_8. Understand the role of the United States in current world affairs. ________________ Employability Skills Employability Skills_1. Communicate and work productively with others, incorporating different perspectives and cross cultural understanding, to increase innovation and the quality of work. Employability Skills_2. Adapt to various roles and responsibilities and work flexibly in climates of ambiguity and changing priorities. Employability Skills_3. Demonstrate leadership skills, integrity, ethical behavior, and social responsibility while collaborating to achieve common goals. Employability Skills_4. Demonstrate initiative and self-direction through high achievement and lifelong learning while exploring the ways individual talents and skills can be used for productive outcomes in personal and professional life. Employability Skills_5. Demonstrate productivity and accountability by meeting high expectations. _______________ Financial Literacy Financial Literacy_1. Demonstrate financial responsibility and planning skills to achieve financial goals for a lifetime of financial health. Financial Literacy_2. Manage money effectively by developing spending plans and selecting appropriate financial instruments to maintain positive cash flow. Financial Literacy_3. Make informed and responsible decisions about incurring and repaying debt to remain both creditworthy and financially secure. Financial Literacy_4. Evaluate and identify appropriate risk management options, including types of insurance, non-insurance, and identity protection. Financial Literacy_5. Assess the value, features, and planning processes associated with savings, investing, and asset building, and apply this knowledge to achieve long-term financial security with personal and entrepreneurial goals in a global market. Financial Literacy_6. Understand human, cultural, and societal issues related to financial literacy, and practice legal and ethical behavior. ________________ Health Literacy Health Literacy_1. Demonstrate functional health literacy skills to obtain, interpret, understand and use basic health concepts to enhance personal, family, and community health. Health Literacy_2. Synthesize interactive literacy and social skills to establish and monitor personal, family and community goals related to all aspects of health. Health Literacy_3. Apply critical literacy/thinking skills related to personal, family and community wellness. Health Literacy_4. Use media literacy skills to analyze media and other influences to effectively manage health risk situations and advocate for self and others. Health Literacy_5. Demonstrate behaviors that foster healthy, active lifestyles for individuals and the benefit of society. ________________ Technology Literacy Technology Literacy_1. Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Technology Literacy_2. Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Technology Literacy_3. Apply digital tools to gather, evaluate, and use information. Technology Literacy_4. Demonstrate critical thinking skills using appropriate tools and resources to plan and conduct research, manage projects, solve problems and make informed decisions. Technology Literacy_5. Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Technology Literacy_6. Demonstrate a sound understanding of technology concepts, systems and operations. ________________ |
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Grading / Evaluation.
Standards-based assessment and grading is based on a student's ability to demonstrate competency in a certain standard or "strand or segment of the curriculum.” The standards we use are the National Standards for Arts Education and the Iowa Core (21st Century Skills). Rubric checklists and scores used in standards based grading are to foster a conversation between the instructor and student on how the student can demonstrate an ability to meet the standard. The marks are rarely permanent until the end of the semester – students can always put in extra effort to improve a grade in Purdy’s project-based classroom.
NOTES:
Per the standards-based grading practice delineated above, a student will be marked “missing” until any missing work has been completed. Missing work should be made up as soon as possible. Once the work has been made up and the teacher has spoken with the student, the score will be updated. Late work can earn a meeting standard (86%) if it is late, but not more than 2 weeks late. Work more than 2 weeks late can at best earn an approaching standard (72%). |
_Clear Lake High School Mission: To create lifelong learners and responsible citizens through quality relationships, quality programming and quality staff.
