F. Presentation of Learning / Assessment

Farrah Emami

PRESENTATIONS OF LEARNING (POL) are used throughout the art education program at Colorado State University. The POL allows students to collect, reflect on, and present their learning in a thoughtful and interactive manner.  Students are asked to consider their learning using a portfolio (evidence and artifacts) to assess 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 students visualize and organize thinking when preparing to reflect and present learning. Additionally, the Center for Educator Preparation (CEP) Disposition Form is used by students to reflect on their professional growth as beginning educators.

Presentation of Learning can be organized in many ways but there are essential components that are generally addressed/provided in POL presentations:

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

Montserrat Granados


Documents for planning and assessment used by art education students to prepare POLs:

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.