F. Presentation of Learning / Assessment

Farrah Emami

As beginning teachers, it is time for you to take FULL responsibility for your learning and assessment/reflection of that learning. This semester you will collect, reflect on, and present your learning three times during the semester. You will be asked to consider your learning using a portfolio (evidence and artifacts) to assess your growth around the Studio Thinking/Habits attributes. These attributes are defined below and fully explained in the Art Education Assessment Rubric. The Assessment Matrix and and Studio Thinking/Habits Template are provided to help you visualize and organize your thinking when preparing to reflect and present your learning. Additionally, the Center for Educator Preparation (CEP) Disposition Form is provided and will be used to recommend you for student teaching.


Presentation of Learning can be organized in many ways but there are essential components that should be addressed/provided in your presentation:

1. Evidence (actual or copies/images) See note below.

2. Reflection/analysis of learning around the Studio Thinking/Habits attributes.

3. Demonstration of growth (or not) in learning.

4. Plans for the future direction of your learning.


Willow Brook 


Studio Thinking/Habits Attributes:

Engage and persist: Demonstrates ability to embrace problems of relevance in art and teaching; as well as show focus and other mental states conducive to working and persevering at tasks.

Dependable: Demonstrates respect for self, others and profession

Reflect and evaluative: Demonstrates ability to think and talk about one’s learning and teaching and judge it in relation to standards of the field.

Observe: Demonstrate attention to contexts more closely than “ordinary looking” requires to see the unseen.

Envision and plan: Demonstrate the ability to see/consider the next steps in art making and teaching.

Understanding: Demonstrates knowledge of art history, studio practices and educational theories and methodologies.

Express: Demonstrates ability to convey meaning (of content knowledge) in all work and teaching.


Portfolio items (engage and persist) might include:

  • Records of attendance and timeliness (dependable)
  • Copies of assignments and lesson plans that demonstrate envisioning, understanding, and quality of planning, concepts and methodologies
  • Sketchbook/journal pages that demonstrate ideation (envisioning), planning and exploration (reflection and evaluation) of content
  • Blog pages (express) that demonstrate teaching and learning
  • Art work (express) that demonstrates exploration, understanding, and evaluation of art concepts, materials and processes/techniques
  • Reflective responses that demonstrate observation and reflective/evaluative practice


Andres Flores


Documents for planning and assessment:

Art Education Assessment Rubric: art-education-assessment (word)     art-education-assessment (pdf)

CEP Disposition Form: CEP Dispositions (word)     CEP Dispositions (pdf)

Assessment Matrix: Assessment Matrix (word)     Assessment Matrix (pdf)

Studio Thinking/Habits Template: Studio Thinking Template (pdf)

Pecha Kucha Handout: pecha-kucha-handout (word)    Pecha Kucha Layout: pecha-kucha-layout (pdf) 

Click here to find out more about Presentations of Learning.


Presentations of Learning will occur three times during the semester.

1st Presentation of Learning – This is a written assessment based on the attached rubric. You must clearly articulate your growth and development in each of the learning areas described in the assessment rubric. You should have clearly evidence to support your assessment. This evidence will not be presented at the first assessment; but you will need it to reflect on and compile your first evaluation of your progress of student learning.

2nd Presentation of Learning  – This is a face-to-face meeting that you will conduct. Using the attached rubric you will again consider and present an assessment of your learning in each of the learning areas described in the rubric. During this conference you will present evidence to demonstrate how you arrived at your conclusions.

3rd Presentation of Learning  – This is a presentation that you will give to the class. Using the attached rubric you will consider and present a final assessment of your learning. During this presentation you will provide evidence to demonstrate how you arrived at your conclusions.


Qualification of terms:

Full/Fully: To the greatest degree; demonstrates exception in action

High/Highly: To the greatest degree; demonstrates excellence

Deeply: Thorough and considerable intent; profound

Effective: Producing intended or expected result

Thoughtful: Measured and mindful reflection

Consistent: Holding firmly completely

Accurately: Without fault; correct and not open to interpretation

Clear/Clearly: Free of misunderstanding

Careful/Carefully: Exact; accurate with attention to detail

Strong/Strongly: Vigorous; robust; highly competent and confident

Purposefully: Significantly; determined and resolute; full of meaning

Good: Satisfactory in quality; proper

Selective/Selectively: Of specific value or purpose; no regard to other possibilities

Fair: Neither excellent nor poor in quality; moderately good

Somewhat: Not fully realized or understood; a degree of

Unsuccessful: Not able to achieve expected result(s)

Always: 100% of the time

Most/mostly: 95% of the time

Often: 90% of the time

Sometimes: 80% of the time


Course Requirements – % of Grade       

Polaris School Teaching/Professionalism/Blog/Journal – 35%

Peer Teaching/Professionalism – 25%

Teacher Work Sample – 25%                           

Papers, readings, assignments – 10%

Exhibition/Newsletter – 5%


Montserrat Granados