Standard+8

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**Teachers know how to test for student progress.** The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.

 Photoshop Magazine Cover Test Computer Applications II
 * Evidence **



The test to conclude the Photoshop unit had students placing a picture of themselves on the cover of an existing magazine that best reflects their interests and/or personality. The cover had to be created from scratch, not alter an existing jpeg of the cover on the Internet or scanning a cover. The students could work on it during class and on their own if they had Photoshop available. For help they could reference their notes, but not fellow students or the teacher. There are instructions for completion which corresponds to the test rubric.
 * Rationale **

The Computer Applications II course is available to freshmen through seniors. It is a hands-on course, encouraging students to expand their technology skills in Microsoft Office, Photoshop, and some Web 2.0 applications. This test was given. The students really liked the challenge, even when I wouldn’t accept shortcuts on techniques.

Designing this assessment process for Photoshop has helped me develop as a teacher. From the start of this unit the students demonstrated proficiency and interest in what the software has to offer. Usually I limit a test period to the length of a class period, but I decided not to do that with this group. It proved to be the right decision; they took so much more time to work out the intricacies of their projects rather than rushing through them. They not only met the expectations, they exceeded them. They were not allowed to ask each other for help with the software, but they could critique each other’s work and make constructive suggestions about layout, color, a photo choice, etc. It seemed to work very well, judging from the results and the feedback from students. Parents and other teachers have commented on how well the magazine covers resemble the actual magazine cover.

By designing a better assessment process, I learned that assessments don’t have to be the same for every unit. Students come to class with a variety of skills and interests. Three of the students in this class plan to pursue a career in interior or game design. They can share techniques they already know and try procedures that are not required. Confining a test to be completed in a short period of time doesn’t allow students to show their true talents. Testing results will be better if there is peer critiquing before a final product is submitted for grading.

Students tend to do a better job on an assignment if it is something that interests them. Using assignments to develop skills, then use peer assessment and periodic quizzes to reinforce skills result in outcomes of which students (and the teacher) can be proud.
 * KSD **
 * 8.K.2 **The teacher knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.

When a new skill is introduced, I give a step-be-step demonstration. The students work with me. I check on their progress before moving onto the next step. They get credit for completing that. Then they apply the skill to a picture they own. I monitor their progress, answering any questions they have. Fellow students can make suggestions, also. That assignment is graded, earning double the points the demonstration does. Finally, a comprehensive assessment is given.
 * 8.S.1 **The teacher appropriately uses a variety of formal and informal assessment techniques (e.g., observation, portfolios of student work, teacher-made tests, performance tasks, projects, students self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate students’ progress and performances, and modify teaching and learning strategies.

Students thrive on positive feedback and seem to work harder after they receive it. Any opportunity I have, I point out examples of how an application was used well. This may be done individually, or I may have the whole class take a look at someone’s work. When it comes to constructive feedback, I do that in a one-on-one setting. It may be to point out how a tool could be used better or to suggest a tool that better fits the task the student is trying to accomplish. Sometimes it takes a lot of trial and error to get a picture to look right. I may make suggestions on color scheme or perspective as well. (In particular, I remember helping the student resize his picture to fit correctly on the pier.) If approached in a way that is a suggestion rather than a negative remark, students are more receptive to making changes to their work. They know I am doing it to make them better students and users of the software.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">8.D.2 **<span style="color: #548dd4; font-family: 'arial','sans-serif'; font-size: 13px;">The teacher is committed to using assessment to identify student strengths and promote student growth rather than to deny students access to learning opportunities.