Assessment+Tools

These tools are samples of what could be used in an advertisement deconstruction project.

Appendix A: Teacher Survey []

Appendix B: Sample Student Observation and Assessment Tool:

**  Student Observation & Assessment   ** Teacher: __________________________ Date: _______________________ Subject: ____________________________ Period: ______________________ Topic: ______________________________________________________________ Advertisement: ______________________________________________________


 * **  Issues Involved In Ad   **  ||  **   Student Comments   **  ||
 * Looks ||   ||
 * Ability ||   ||
 * Ethnic/Racial Id ||   ||
 * Family ||   ||
 * Gender ||   ||
 * Socioeconomic status ||   ||
 * Other ||   ||

After reflection period, what facts can viewer relate?


 * **  Facts About Ad   **  ||  **   Comments   **  ||
 * How many people? ||   ||
 * Who is present? ||   ||
 * Setting ||   ||
 * Time Period ||   ||
 * Describe looks ||   ||
 * Action ||   ||
 * Objects in ad ||   ||
 * Other ||   ||


 * Connections made ||   ||
 * Problems ||   ||

Discussion Participation

|| Supporting Evidence  ||  Ideas Clear ___ Deep ___ Precise____ Logical ___ Relevant _____ Significant _____ ||  Opinions  ||
 * Opinions Stated

Critical Thinking:


 * **  Ability to see and explain issues   ** || **   Comment   ** ||
 * What is the purpose of the ad? ||   ||
 * Who is in the image? ||   ||
 * What/who is omitted in the picture? ||   ||
 * Emphasis of the picture ||   ||
 * What isn’t being shown? ||   ||
 * What is accurate or true? ||   ||
 * What is distorted? ||   ||


 * **  Ability to think critically   ** || **   Comment   ** ||
 * Can views be expressed? ||   ||
 * Can evidence be provided to defend view? ||   ||
 * See need for research and state needs? ||   ||
 * Can provide counter argument to other views? ||   ||
 * Acknowledges better viewpoints ||   ||
 * Considers other opinions ||   ||


 * **  Ability to express emotions   ** || **   Comment   ** ||
 * Identifies with ad ||   ||
 * Expresses likes/dislikes ||   ||
 * Expresses emotions ||   ||
 * Advocates changes/needs ||   ||

Adapted from Council for Exception Children Assessment Tool from Zambo, D., (2009). Using visual literacy to help adolescents understand how images influence their lives. //Teaching Exceptional Children 41 ////(6), // 60-67. Retrieved from EBSCO database.