Data Analysis Project

EDUC 450
Andres Flores
Section A: Reaching Consensus about Proficiency
The collection and analysis of student success data was collected in the electronic
arts classroom of Daniel Ibanez at Rocky Mountain High School in the fall semester
of 2016. The assessment was taken during a digital design and drawing lesson that
focused on students creating propaganda posters that discussed a social topic that
they were passionate about and adhered to the stylistic tools of the propaganda
genre. The lesson from which the data was taken focused on the proper
understanding and use of color in the work of propaganda artwork. Students were
expected to explain how color effects the interpretation and meaning of art in
various mediums and use this knowledge to make their propaganda artwork more
effective. This lesson and assessment addressed the standard:
1. Visual art has inherent characteristics and expressive features. GLE: c.
Connect and compare visual art characteristics and expressive features of art
and design in cultural contexts
While addressing this standard students were expected to be able to identify how
their propaganda poster employed a specific and identifiable color scheme
(expressive feature of art) to communicate a point of view regarding their specific
societal topic. In order to do this students were asked to write a response to the
following prompt before the start of instruction:

What name would you give the color scheme of your poster?
What do these colors communicate?

Students would then receive the instruction regarding the color schemes and how
they operate in the genre of propaganda art. After receiving this instruction
students would be prompted to answer the following questions:

What name would you give the color scheme of your poster?
How do you know this?
What do these colors communicate?

In order to be proficient and meet the objective met criteria students would need to
write a response to the closing question in which they were able to both identify and
explain the color scheme that they choose for their poster from one of the 6 color
schemes presented in class. Additionally students would need to identify and
explain what this color scheme helps them communicate in their propaganda
poster. If students were able to fully answer the closing questions they would be
considered both proficient and have met the lesson objective.

Section B: Diagnosing Student Strengths and Needs

Student
Name and
rational

Student 1. Student
identifies
monochromatic
color scheme and
its communication
of age and
oppression
Student 2. Student
identifies
monochromatic
color scheme and
the message of
settling.
Student 3. Student
identifies shade
color scheme and
its communication
of unity.
Student 4. Student
identifies effect of
color but cannot
name the scheme
Student 5. Student
identifies effect of
color but cannot
name the scheme
Student 6. Student
identifies effect of
color but cannot
name the scheme

HIGH
Objective Met
Student identifies
color scheme and
explains its effect

EXPECTED
Objectives
Partially Met

LOW
Objectives Not
Met

Student identifies
color scheme but
does not explains
its effect or
explains effect
without identifying
color scheme

Student does not

identify color
scheme or
explains its effect

Student 7. Student
identifies effect of
color but cannot
name the scheme
Student 8. Student
identifies effect of
color but cannot
name the scheme
Student 9. Student
identifies effect of
color but cannot
name the scheme
Student 10.
Student identifies
effect of color but
cannot name the
scheme
Student 11.
Student identifies
effect of color but
cannot name the
scheme
Student 12.
Student identifies
color scheme of
triad but does
not identify how it
communicates.
Student 13.
Student does not
answer question.
Student 14.
Student does not
answer question.
Student 15.
Student does not
answer question.
Student 16.
Student made an
attempt at color
scheme
identification but
did so incorrectly
and with no
rational
Student 17.
Student made an

x
x
x
x

attempt at color
scheme
identification but
did so incorrectly
and with no
rational
Student 18.
Student made an
attempt at color
scheme
identification but
did so incorrectly
and with no
rational
Student 19.
Student does not
answer question.
Student 20.
Student does not
answer question.
Student 21.
Student does not
answer question.

x
x
x

Section C: Identifying Instructional Next Steps

Upon examination of the data the presented information can be analyzed and used
to find overall trends and ways in which instruction can be improved for the entire
class and for specific groups of students. In looking at the pre and post-test
information it is evident that most of the students remained where they started at
the beginning of the lesson. Almost no students transitioned from no clear
identifiable color scheme and rational to highly meeting the objective. This shows
very little student growth overall and is a good indicator that many of the students
will need to be retaught the material while a few receive differentiation to continue
their growth. Three skills can be identified as helpful to improving student
performance.
1. To reach students in the high or objective met category further exploration
of color schemes can be taught in order to find the most effective means of
communication for their specific poster. In the next iteration of this lesson I
would pair these students together and have them participate in an activity
in which they trade propaganda posters and create a new color scheme for
their peers work. This would provide a challenge and fresh set of eyes for
each work and would utilize peer interaction and teaching to help solidify and
challenge these concepts.
2. To reach the students in the expected or objective partially met category I
would create an activity in which the students were paired in groups of two

and given six cards that each had a specific color scheme and its function
written on it. Students would then participate in a gallery walk in which they
work together to identify and label posters that are put on the walls with one
of the six color schemes they were provided with. This iteration of the gallery
activity would allow students to work together to solidify the definitions used
to identify color schemes.
3. To reach students in the low or objective not met category I would have
them participate in an activity in which they individually create electronic
portfolios that hold three propaganda examples of the six color schemes. This
exercise would help students to relearn the six schemes and how they
operate in propaganda. Students would then participate in a teacher led
jeopardy game in which they worked in groups of two to answer a series of
questions about the six color schemes and how they operate in the genre.
With these skills identified and tailored to each group an instructional day would be
taken to reteach the objective by running these three different activities in class.