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I CAN Statement Tracker: Self Portraits

1) The student created a self-assessment tracker to rate their progress on drawing self-portraits over 7 days. 2) Each day, the student rates their ability to complete tasks like using a value scale, gridding, and blending values on a scale of 1-4. 3) At the end, the student uses a rubric to self-assess their final self-portrait, rating their use of lines, values, grid, and realism out of 20-30 points each.

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87 views

I CAN Statement Tracker: Self Portraits

1) The student created a self-assessment tracker to rate their progress on drawing self-portraits over 7 days. 2) Each day, the student rates their ability to complete tasks like using a value scale, gridding, and blending values on a scale of 1-4. 3) At the end, the student uses a rubric to self-assess their final self-portrait, rating their use of lines, values, grid, and realism out of 20-30 points each.

Uploaded by

api-270646532
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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2Name:__________________________________________________________________ Per:___________

Self Portraits
Drawing
I CAN Statement Tracker

4: Highly Proficient 3: Proficient 2: Minimally Proficient 1: Below Proficient


More examples
Totally get it! I can Review and move on, Dont get it yet.
please, I need more
teach it! I can do it. I need help!
practice.

Teacher
Student
(Before!) Summative
Formative
DAY I CAN Statements Beginning (Final)
Assessment
Self Assess Assessment

I can understand the process for creating


1
a photorealistic portrait (vocabulary). I can
create a 7 part value scale going from
white to black smoothly.
I can practice using a grid to draw a
2 portrait, drawing exactly what I see in
each square.
I can finalize my practice portrait by
3 shading in the same amount of value as in
the original (DUE TODAY).
I can create a grid on my black paper
lightly with my pencil so I can erase it
4
later. My grid is measured exactly, so my
face is not drawn skewed.
I can follow my grid guidelines to draw the
outline of my face in pencil lightly. I can
5-6
use the grid to make sure the parts of my
face are in the correct spot.
I can use my value scale to help me put
the correct amount of value into my
6-7 portrait. I can blend my value smoothly
using my blending stub (DUE TODAY).
DUE: 2B 1/27 6A 1/30
SELF ASSESSMENT RUBRIC ON BACK
Student Teacher
Copier Self Portrait Rubric Self-Assessment Assessment
+ -
I drew my face with clean I somewhat drew my face with I did not draw my face with
lines and shading. clean lines and shading. clean lines and shading.

10 points 7 points 6 points


I spent my time in class I somewhat spent my time in I did not spend my time in class
getting the features of my class getting the features of my getting the features of my face
face drawn as close to being face somewhat d rawn as close drawn as close to being
photorealistic as possible. to being photorealistic as photorealistic as possible.
possible.
20 points 12 points
14 points
I blended the value on my I somewhat blended the value I did not blend the value on my
face from white to the black on my face from white to the face face from white to the
of the page smoothly, utilizing black of the page smoothly, black of the page smoothly,
my blending stub. somewhat utilizing my blending utilizing my blending stub.
stub.
12 points
20 points 14 points
My portrait shows the full My portrait somewhat shows My portrait does not show the
range of value from my value the full range of value from my full range of value from my
scale. value scale. value scale.
20 points 14 points 12 points
I used my grid carefully, I somewhat used my grid I did not use my grid carefully,
making sure each part of my carefully, making sure each making sure each part of my
face is in the correct square. part of my face is in the face is in the correct square.
30 points somewhat correct square. 18 points
21 points
Name: Total
/100
Period:

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