Integrated Performance Assessment
Scenario:
Hi class! Today each of you has won an all expense trip to visit the Museo del Prado in Madrid, Spain. Let’s hop on the plane and go to Spain. We are now at the Museo del Prado. We will spend some days this week and some days next week at this museum. Remember to use words that you have learned from this art unit and from previous units we have done in class.
Interpretive Task 1 (Day 1):
On the first day, we will explore the museum on our own. Each of you will receive a map of the first floor of the museum from: http://wwwae.ciemat.es/l3cosmics02/Welcome.html. With the computers in the computer lab we will be looking at an online gallery of the artwork and seeing where each one is located on the map at this site: https://www.museodelprado.es/en/the-collection/online-gallery/. You will have some comprehension questions that you will need to answer that involve you using your mapping skills and your views on the artwork. When you are done you can further explore the artwork found in this museum and make a list on the backside of the worksheet of your top ten favorite pieces.
Feedback (Day 2):
Task 1 will be graded on accuracy for the close-ended questions and will be graded on the amount of Spanish and development of answers for the open-ended questions. Students will also be observed while doing this activity to see if they were on task and doing what they were supposed to be doing. From their scores on task 1, students will be paired with students of different abilities to complete the group project. For example if a student was better at locating the information on the map and another was better explaining their likes and dislikes of the art, they will be paired together as both abilities are needed for the next task.
Interpersonal Task 2 (Day 3-4):
It’s a very busy day at the museum. Our class is going to the museum but due to the amount of people there are we are only able to be in the museum for two hours. The group can only go to 12 different rooms assuming about 8 minutes is spent in each room and it takes about 2 minutes to walk to the next room, but these times can be a little more or less. Now in groups of four to three for the next two days you will make a tour of what rooms on the first floor with pieces of artwork you think the students should go to and in an order that would save them the most time. Write down exact times to the minute you would visit each room and explain why you would spend a certain amount of time in that room (example we would spend 12 minutes in this room because it has more artwork than most rooms). Remember to leave time for going from one room to the next. Also write an explanation why you would visit that certain room.
Feedback (Day 5):
A majority of task 2 will be graded based on the realistic accuracy of the tour the students made as a group and their reasoning of it. Observations as to how well the group worked together will also be taken into account. If the groups did not work very well together or all seemed to be struggling changes may be necessary for the next day.
Presentational Task 3 (Day 6-7):
With your same group, make a mystery or a fantasy skit about one of the rooms you will visit on your group tour. It can be about a piece of artwork that is missing or broken, one of the students missing from the group, the artwork coming to live, the artist appearing in the room and what they would have to say, etc. Be creative and use props. It should be around 5 minutes long. The students will turn in a copy of their script to their teacher at the end of the second day.
Feedback (Day 8):
The teacher will look at the script from task 3 of each group and correct it to make sure they are using accurate information for their presentation. This will be handed back to the students so they can make edits for tomorrow's presentation.
Presentational Task 4 (Day 9):
The students will present their skit with their group to the front of the class while the teacher grades them.
Feedback (Day 10):
Task 4 will be graded on the presentation of the group. There might be some differences in grades as to how well the students worked with one another and how well they presented in front of the class. The rubric found below states specific graded areas.
Hi class! Today each of you has won an all expense trip to visit the Museo del Prado in Madrid, Spain. Let’s hop on the plane and go to Spain. We are now at the Museo del Prado. We will spend some days this week and some days next week at this museum. Remember to use words that you have learned from this art unit and from previous units we have done in class.
Interpretive Task 1 (Day 1):
On the first day, we will explore the museum on our own. Each of you will receive a map of the first floor of the museum from: http://wwwae.ciemat.es/l3cosmics02/Welcome.html. With the computers in the computer lab we will be looking at an online gallery of the artwork and seeing where each one is located on the map at this site: https://www.museodelprado.es/en/the-collection/online-gallery/. You will have some comprehension questions that you will need to answer that involve you using your mapping skills and your views on the artwork. When you are done you can further explore the artwork found in this museum and make a list on the backside of the worksheet of your top ten favorite pieces.
Feedback (Day 2):
Task 1 will be graded on accuracy for the close-ended questions and will be graded on the amount of Spanish and development of answers for the open-ended questions. Students will also be observed while doing this activity to see if they were on task and doing what they were supposed to be doing. From their scores on task 1, students will be paired with students of different abilities to complete the group project. For example if a student was better at locating the information on the map and another was better explaining their likes and dislikes of the art, they will be paired together as both abilities are needed for the next task.
Interpersonal Task 2 (Day 3-4):
It’s a very busy day at the museum. Our class is going to the museum but due to the amount of people there are we are only able to be in the museum for two hours. The group can only go to 12 different rooms assuming about 8 minutes is spent in each room and it takes about 2 minutes to walk to the next room, but these times can be a little more or less. Now in groups of four to three for the next two days you will make a tour of what rooms on the first floor with pieces of artwork you think the students should go to and in an order that would save them the most time. Write down exact times to the minute you would visit each room and explain why you would spend a certain amount of time in that room (example we would spend 12 minutes in this room because it has more artwork than most rooms). Remember to leave time for going from one room to the next. Also write an explanation why you would visit that certain room.
Feedback (Day 5):
A majority of task 2 will be graded based on the realistic accuracy of the tour the students made as a group and their reasoning of it. Observations as to how well the group worked together will also be taken into account. If the groups did not work very well together or all seemed to be struggling changes may be necessary for the next day.
Presentational Task 3 (Day 6-7):
With your same group, make a mystery or a fantasy skit about one of the rooms you will visit on your group tour. It can be about a piece of artwork that is missing or broken, one of the students missing from the group, the artwork coming to live, the artist appearing in the room and what they would have to say, etc. Be creative and use props. It should be around 5 minutes long. The students will turn in a copy of their script to their teacher at the end of the second day.
Feedback (Day 8):
The teacher will look at the script from task 3 of each group and correct it to make sure they are using accurate information for their presentation. This will be handed back to the students so they can make edits for tomorrow's presentation.
Presentational Task 4 (Day 9):
The students will present their skit with their group to the front of the class while the teacher grades them.
Feedback (Day 10):
Task 4 will be graded on the presentation of the group. There might be some differences in grades as to how well the students worked with one another and how well they presented in front of the class. The rubric found below states specific graded areas.