Pre-Assessment for Differentiation

Grade 4 students are beginning a unit on contemporary Brazilian-American pop-artist Romero Britto. In order to evaluate his work and style, students will inquire into the elements of art and design which make up his art. Later in the unit students will create their own Britto-inspired artwork and are expected to carefully plan and develop their piece with close consideration for art and design elements. They will be expected to defend their choices.

For this pre-assessment, students are given a question-and-answer quiz with 10 questions on art and design elements, as well as fundamental art development concepts.

Play the quiz here. 

Based on results from the quiz, students are split into three groups based on prior knowledge, and will be given activities and assessments which are differentiated to their needs.

For more information on differentiation strategies, activities and assessments, see this lucidchart.

A. Differentiation strategy for student with strong prior knowledge

Using personal iPads, students sit on the plush pillows in the corner of the room and individually use the interactive iPad App 'Explain Everything' to analyze their choice of a Romero Britto painting using Elements of Art and Principles of Design. Arrows and text are selected and drawn to point out and define examples of elements. Student must each identify at least 3 principle of art and 3 elements of art. A definition list is provided for assistance. Students must also analyze Britto’s use of color. Color charts around the room may be referenced for this purpose. Students then compare with partners, and collaborate to add more elements where necessary. 

Partners then use the record feature to audio record one another reviewing their partners’ work. This encourages students to review and assess one another's work and provide feedback, while practicing the art of communicating about a work of art. Once both partners have recorded their audio, students may continue to play with the ‘Explain Everything’ App to draw on an uploaded photo of their choice.

Innovative differentiation strategies used for this group:

Peer collaboration and assessment; communicating about an artwork; problem-solving and creative exploration using technology; evaluation of an artwork; use of technical vocabulary; resource use for research; choice in choosing artwork for analysis (based on interest).

Assessments used to track student learning:

1. Completed assessment on 'Explain Everything' iPad App showing a. Proper use of technical vocabulary and identification of key concepts
 b. Peer evaluation discussing the artwork


2. Teacher will also circulate throughout and ask open-ended questions, monitor independent work, and monitor peer collaboration. Teacher will give one-on-one feedback periodically to assess understanding.

B. Differentiation strategy for students with some prior knowledge

Students in this group have demonstrated strong understanding of the concepts presented in the pre-assessment, but need further practice and review. 

In 4 teams of 3, students work at the two computers at the back of the room (2 teams per computer) and play elements and principles of art jeopardy. Concepts covered in this game are: elements, design, color wheel, design chart and color challenge. Students work collaboratively with their team peers to correctly answer the jeopardy questions. Students have as reference an element and principles of art poster to assist them. Students may choose so start out selecting the questions at the top row, which are easier, and graduate, select and answer more challenging questions for more points. This allows students to build up their skill level while providing them with continuous challenge. The timed element of this game encourages team members to cooperate efficiently in finding the correction answer. The element of competition is exciting and keeps the students highly engaged. The team with the most points is the winning team. 

At the end of the first round of games, the two winning teams challenge each other to another game for 1^st and 2^nd place, and two losing teams compete for 3^rd and 4^th place.

The first place winning team is given a reward (3-D stickers for their sketchbooks). The rewards system encourages students to do their best.

Innovative differentiation strategies used for this group:

Peer collaboration; element of competition built into to tasks; tasks with increased difficulty; rewards system; resource use for self-directed research; choice in questions (based on interest and ability).


Assessments used to track student learning:

1. Elements of Principles of Art Game (Jeopardy) demonstrating 

a. Answer response to question prompts
 b. Score indicating level of difficulty achieved.

2. Teacher will also circulate through to to assess student understanding and collaboration. Teacher will give one-on-one feedback periodically to assess understanding.

C. Differentiation strategy for students with limited prior knowledge

The students in this group are given a color wheel worksheet to fill out. Students work together to complete this wheel, and may reference wall posters and reference materials around the room to assist them. This activity asks students to collaborate, problem-solve and research information in order to complete a task. The teacher circulates regularly to this group to ask open-ended questions and monitor student progress.

Students are then handed a principle of art worksheet with colorful visuals defining the various elements. The teacher discusses these with the students. All students actively participate in this activity to give the teacher an idea of progress and understanding. Students are asked individually and as a group to point out elements of art and design in selected paintings that the teacher has printed out or shows from books, including some by Britto, our featured artist for the upcoming unit. Students are encouraged to help one another answer the questions when and if it is answered incorrectly. This encourages students to communicate their thinking with one another, and go deeper in their learning and analysis. 

Once the teacher feels comfortable about the students general understanding of the basics principles, students are asked to walk around the room with clipboards and to fill out a principles of art and design worksheet. Student must draw examples of the principle of art or design in the appropriate box next to the definition, and indicate where their inspiration came from (a section of a poster; a brick in the wall, scribbles on the chalkboard, a view out the window). Students then compare with a partner (in 2s and 3s) before sharing as a whole group. 

Innovative differentiation strategies used for this group:

Peer collaboration for problem-solving; researching information; verbal and visual evaluations of concepts; using technical vocabulary; peer assessment; evaluating artwork.

Assessments used to track student learning:


1. Color Wheel Worksheet
 demonstrating  understanding of color, color relations and color mixing.  

2. Teacher-led group activity/discussion where students identify art and design elements in artwork.

3. Principle of Design Worksheet

 demonstrating understanding of vocabulary and concepts. 

3. Teacher circulates and monitors group and individual work. Students are regularly engaged with open-ended questions. Teacher will give one-on-one feedback periodically to assess understanding.