The document provides instructions for administering an art assessment to 5th grade students. It outlines the preparation, administration, and scoring procedures. The assessment consists of an initial landscape drawing and self-evaluation, followed by a final landscape drawing. Detailed scoring rubrics are provided to evaluate students' work based on art elements, principles, workmanship, and communication of historical and cultural details.

1. Total Score: ______
Name: ________________________ ID: ________________ Date: ___________
Lakeside Middle School
Quick Start ©
Visual & Performing Arts
Art – Grade 5
Assessment
Training Demonstration 2014

2. Quick Start ©
VPA-Art Grade 5 – Demo Page 2
Preparation
STEP 1. Establish the testing session that will begin the Lakeside Middle School Grade 5 test
administration window. Allow time in the schedule for make-up test sessions prior to the
end of the administration window. Keep in mind that the entire test is designed to be
administered in two (2) parts over several class periods. Make copies of the test form and
reference sheets based upon the number of students on your rolls.
STEP 2. Review the test administration steps, understand the guidelines for administering the test,
and arrange for the materials and equipment you will need. Prior to administering the test,
review the test form, score keys, and directions located within the test booklet.
STEP 3. Establish a controlled testing environment with appropriate testing accommodations.
Administration
STEP 1. Distribute the assessment to the students, while compiling a list of students who will need
to make up the session. Say to the students: “If you have questions about any of the
instructions that I give you, please ask them before the test begins.”
STEP 2. Write and post in the classroom the “Start Time and Date” and “Completion Time and
Date” for each part of the test. Ensure that the students complete the demographic
information on the test booklet cover. Say to the students: “This test will be administered
in two (2) parts. You will complete the first part today. The second part consists of
Extended Performance (EP) Tasks that you will complete over several class periods.”
STEP 3. Begin the testing session. You may use the following script on all days of testing. Be
sure to hand out only the materials for that day’s testing.
a) Say to the students: “Let’s prepare to start the test. After you have completed this
part of the test, read quietly at your desk until the testing period is over, and I will
collect the tests at that time.”
b) Say to the students: “Remember to try your best on each question and task. If you
need help during the test, raise your hand and I will come to your work area. If you
have no questions, begin the test.”
End the testing session. You may use the following script.
a) Say to the students: “This part of the testing period has ended; I will now collect the
tests.” Explain the procedures for students who need more time to complete the test.
Pick up all test forms and secure all testing materials.

3. Quick Start ©
VPA-Art Grade 5 – Demo Page 3
After Testing
STEP 1. At the end of each testing period, ensure 100% accountability for all assessment materials
and store them in a secure area.
STEP 2. Use the rubrics to score each item or task of the completed tests. Enter the raw score
(points earned vs. total points possible) on the test booklet cover for each student.
Determine if the student’s score meets the performance standard.
STEP 3. After all students have completed the test, including make-ups, collect and inventory all
scored tests. Report student results in accordance with the district’s policy in terms of
percent (%) correct or achieving a specific performance level.

4. Quick Start ©
VPA-Art Grade 5 – Demo Page 4
DIRECTIONS:
Read the overview and then complete Questions 1 through 4 in the space provided for each. You
will have 45 minutes to complete this part of the test; it is worth ten (10) points towards your
overall score.
Overview
Sketch a landscape using at least two (2) of the two-dimensional (2D) art materials your teacher
has provided. Your landscape should reflect a historical and cultural detail from a period of art
history we discussed in class.
1. List at least two (2) 2D art materials for your sketch. (2 points)
_________________________________________________________________________
(0001.ART.GR5.SA-LV2-1.1)
2. In the drawing box on the next page (Page 4), sketch your landscape. Include at least two
(2) major land forms (e.g., a river, a mountain) and additional features such as flowers,
trees, and birds. (2 points)
(0002.ART.GR5.SA-LV2-1.1)
3. Select a historical and cultural detail and add it to your sketch. Show how this detail relates
to the natural resources in your drawing. (2 points)
(0003.ART.GR5.SA-LV2-4.1)
4. Write a brief explanation (no more than three complete sentences) about why you chose the
two (2) art materials you used. Include references to specific details in your sketch. (4
points)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
(0004.ART.GR5.EA-LV3-1.1)

5. Quick Start ©
VPA-Art Grade 5 – Demo Page 5
LANDSCAPE DRAWING: INITIAL

6. Quick Start ©
VPA-Art Grade 5 – Demo Page 6
Question #5
Extended Performance Task
Part A: Self-evaluation of Initial Drawing
Part B: Final Drawing
DIRECTIONS FOR QUESTION #5:
Read the task overview below and complete the two (2) requirements according to the Part A
and Part B instructions, which note the time allowed for each part. You will have several class
periods to complete the assignment. The entire performance task is worth 40 points towards
your overall score.
Extended Performance Task Overview
Using the Self-Evaluation Checklist, complete a self-evaluation of the initial landscape drawing
you developed during the first part of this assessment. Include references to specific details in
your drawing. Ensure that your self-evaluation addresses all categories of the rubric that you did
not fully develop in your initial drawing. Use your self-evaluation to make revisions to your
artwork and produce a final landscape drawing in the drawing box on Page 7.

7. Quick Start ©
VPA-Art Grade 5 – Demo Page 7
Question #5
Part A: Self-evaluation of Initial Drawing
In the space below, evaluate your initial landscape drawing. You will have 30
minutes to complete this assignment. (8 points)
Self-Evaluation Checklist
Dimension Criteria Needed Changes
Art Elements and Principles –
Originality
(2 Points)
My drawing shows a breakdown of the
proportions of the land features, with attention
paid to details, such as individual leaves,
flowers, waves, and clouds.
Art Elements and Principles –
Color Scheme
(2 Points)
My color pattern is clear, with no part of the
background showing. The arrangement of my
drawing is unique and uses space to change
color in a planned way. The color mixing and
shift of the paint shows a wide range of tones.
Art Elements and Principles –
Workmanship
(2 Points)
My drawing shows full construction
procedures. I have defined the land forms and
fitted them together by using scratch, wet,
press, and seal techniques. Fitted parts do not
show gaps. Texture and shape of each land
form are consistent with geographical
formations.
Art Elements and Principles –
Communication
(2 Points)
My drawing represents the historical and
cultural period of art history that I selected.
My drawing shows the relationship between
the historical and cultural details and specific
natural features. My drawing creates a
definitive overall mood.
Part B: Final Drawing
In the drawing box on the next page (Page 7), complete your final landscape drawing.
You will have 60 minutes to complete this assignment. (32 points)

8. Quick Start ©
VPA-Art Grade 5 – Demo Page 8
LANDSCAPE DRAWING: FINAL
(0005.ART.GR5.EP-LV4-1.2)

9. Quick Start ©
VPA-Art Grade 5 EoC-Demo
Page 9
Lakeside Middle School
Quick Start ©
Visual & Performing Arts
Art – Grade 5
Score Sheet
Training Demonstration 2014

10. Quick Start ©
VPA-Art Grade 5 Scoring Key – Demo Page 10
1. Short Answer (SA)
“List at least two (2) 2D art materials for your sketch.” (2 points)
2 points
The student’s response provides at least two (2) valid two-dimensional (2D) art materials.
“I will use color pencils and paint.”
1 point
The student’s response provides only one (1) valid two-dimensional (2D) art material.
“I will use color pencils.”
0 points The student’s response does not provide any valid two-dimensional (2D) art materials.
(0001.ART.GR5.SA-LV2-1.1)
2. Short Answer (SA)
“In the drawing box on the next page (Page 4), sketch your landscape. Include at least
two (2) major land forms (e.g., a river, a mountain) and additional features such as
flowers, trees, and birds.” (2 points)
2 points
The sketch is a well-developed landscape that includes at least two (2) major land forms. The
student uses specific artistic techniques to illustrate different textures for different types of land and
for more detailed features.
1 point
The sketch is a landscape that includes only one (1) major land form, OR it contains two (2) major
land forms but lacks detailed features.
0 points The sketch is not a landscape OR does not include any major land forms, OR no sketch is drawn.
(0002.ART.GR5.SA-LV2-1.1)
3. Short Answer (SA)
“Select a historical and cultural detail and add it to your sketch. Show how this detail
relates to the natural resources in your drawing.” (2 points)
2 points
The sketch depicts a valid time in art history and portrays relevant cultural details. The details show
a direct relationship between the historical and cultural time in history and the natural resources in
the drawing.
1 points
The sketch depicts a time in history that is not completely related to art history, and some of the
details are not completely relevant to a time in history, OR the sketch does not show how the
historical and cultural detail relate to the natural resources in the drawing.
0 points The sketch does not depict a time in history and omits cultural details, OR no sketch is drawn.
(0003.ART.GR5.SA-LV2-4.1)

11. Quick Start ©
VPA-Art Grade 5 Scoring Key – Demo Page 11
4. Extended Answer (EA) – Single Dimension
“Write a brief explanation (no more than three complete sentences) about why you chose
the two (2) art materials you used. Include references to specific details in your sketch.”
(4 points)
4 points
The student’s response provides an explanation for choosing the two (2) art materials and refers to
specific details from the sketch for each art material.
“I used paint to mix the colors and display a wide range of color, especially in the larger features
such as the water and skyline. I used color pencils to add more clearly defined specific details such
as the branches and leaves of the trees.”
3 points
The student’s response provides an explanation for choosing the two (2) art materials but refers to
specific details from the sketch for only one (1) of the art materials.
“I used paint to mix the color and display a wide range of color, especially in the larger features
such as the water and skyline. I used color pencils.”
2 points
The student’s response provides an explanation for choosing one (1) art material and refers to specific
details from the sketch for one (1) art material.
“I used paint to mix the color and display a wide range of color, especially in the larger features such
as the water and skyline.”
1 point
The student’s response provides an explanation for choosing one (1) art material but does not refer to
specific details from the sketch.
“I used paint to mix the color and display a wide range of color.”
0 points “I don’t know.”
(0004.ART.GR5.EA-LV3-1.1)
5. Extended Performance (EP) Task – Multi-Dimensional (Weighted)
Scoring Rubric
Dimension Advanced
(4 points)
Proficient
(3 points)
Basic
(2 points)
Below Basic
(1 point)
Art Elements
and Principles--
Originality
(8 points)
Weight = 2
The drawing shows a
breakdown of the
proportions of the land
features with attention
paid to details, such as
individual leaves,
flowers, waves, and
clouds.
The drawing shows a
breakdown of the
proportions of the land
features. All features are
in proportion to one
another. Some attention
is paid to details, such as
individual leaves,
flowers, waves, and
clouds.
The drawing shows
some breakdown of the
major land forms, but
following through with
other visual cues--such
as the height or depth of
water or ground in
proportion to the sky
line--is not evident.
Some attention is paid to
details such as individual
leaves, flowers, waves,
and clouds.
The drawing is not
broken down into
proportional segments.
The placement of land
forms and features is
random and abstracts the
realism of the drawing.
Little attention is paid to
details, such as
individual leaves,
flowers, waves, and
clouds.

12. Quick Start ©
VPA-Art Grade 5 Scoring Key – Demo Page 12
Dimension Advanced
(4 points)
Proficient
(3 points)
Basic
(2 points)
Below Basic
(1 point)
Art Elements
and Principles—
Color Scheme
(4 points)
Weight = 1
Either a monochromatic
or an analogous color
scheme is clearly
evident, with no part of
the background showing.
The arrangement of the
drawing is unique and
uses space of transition
of color in a planned
way. The color mixing
and transition of the
paint shows a broad
range of tones. The
application contours the
shape of the land.
A monochromatic or
analogous color scheme
is evident, but small
portions of the
background show
through. The color
mixing with the paint
shows a range of either a
monochromatic or an
analogous color scheme
but no awareness of
contour color
application.
At least 60 %of the
drawing fits into either a
monochromatic or an
analogous color scheme.
Color mixing with the
paint and its application
is blotchy and not
blended well; each color
is separate, with an
attempt made to
transition from one color
to the next.
At least 40% of the
drawing fits into either a
monochromatic or an
analogous color scheme.
Color mixing with the
paint and its application
is blotchy and not
blended well; each color
is separate with no
attempt to transition
from one color to the
next.
Art Elements
and Principles –
Workmanship
(12 points)
Weight = 3
The drawing shows
comprehensive
construction procedures.
Land forms are well
defined and fitted
together using scratch,
wet, press, and seal
techniques. Fitted parts
do not show gaps.
Texture and shape of
each land form is
completely consistent
with geographical
formations.
The drawing shows
some construction
procedures. Land forms
are well defined and
fitted together using
scratch, wet, press, and
seal techniques. Fitted
parts show some gaps.
Texture and shape of
each land form is present
but not entirely
consistent with
geographical formations.
The drawing shows
inconsistent construction
procedures. Land forms
are only partially defined
and show definite gaps.
Texture and shape of
each land form lacks
consistency with
geographical formations.
The drawing shows very
few construction
procedures. Land forms
are not well defined.
Texture and shape of
each land form does not
relate to any
geographical formation.
Art Elements
and Principles--
Communication
(8 points)
Weight = 2
The drawing
demonstrates an accurate
representation of the
historical and cultural
period of the art history
it portrays. It shows a
definite relationship
between the historical
and cultural details and
specific natural
resources. The drawing
effectively establishes a
definitive overall mood.
The drawing
demonstrates an accurate
representation of the
historical and cultural
period of the art history
it portrays. A
relationship between the
historical and cultural
details and natural
resources is not clearly
evident. The drawing
establishes an overall
mood.
The drawing attempts to
demonstrate a
representation of the
historical and cultural
period of the art history
it portrays. A
relationship between the
historical and cultural
details and natural
resources is not evident.
The model partially
establishes an overall
mood.
The drawing shows a
very minimal attempt to
portray a historical and
cultural period of art
history. The model does
not establish an overall
mood.
NOTE: Determine the total number of points a student earns for each of the four (4) dimensions by multiplying the number
of points awarded (according to the performance level) by the weighted value of each dimension.