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WCBPA-Washington Classroom-Based
Performance Assessment
A Component of the Washington State Assessment System
The Arts
Grade 8 Visual Arts
Endangered Nest
Revised 2008
Student Name/ID# _______________________________________ Grade Level _________
(circle number)
Creating Score
4
3
2
1
0
Responding Score
4
3
2
1
0
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Directions for Administering the
Washington Classroom-Based Performance Assessment (WCBPA)
Arts Performance Assessment
Grade 8 Visual Arts
Endangered Nest
Revised 2008
Introduction
This document contains information essential to the administration of the Washington ClassroomBased Performance Assessment (WCBPA) Arts Performance Assessment of Visual Arts,
CBPA “Endangered Nest” Revised.
1. Prior to administration as an assessment, all students should have received instruction
in the skills and concepts being assessed.
2. Please read this information carefully before administering the performance
assessment.
3. This CBPA may be used as an integral part of instruction, and/or formative
assessment, summative assessment, culminating project, alternative education packets
of instruction, lesson plans, pre- and -post assessment, accumulating student learning
data, individual student portfolio item, use of data teaming and individual/district
professional development, professional learning communities, and in whatever
capacity the teacher finds useful to improve arts and all instruction and student
learning.
Test Administration Expectations
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The skills assessed by this item should be authentically incorporated into classroom
instruction.
This assessment item is to be administered in a safe, appropriately supervised classroom
environment following district policy and procedures.
All industry and district safety policies and standards should be followed in preparation and
administration of the CPBA’s in dance, music, theatre and visual arts.
Accommodations based upon student IEP or 504 plans may require additional assessment
administration modifications. (See Teacher Preparation Guidelines on page 3).
Culture, diversity and religious mores/rules may require additional assessment
administration modifications.
Description of the Performance Assessment
Students taking this performance assessment will respond to a performance prompt and to
series of short-answer questions.
Performance prompts ask the students to individually create a composition based on the
criteria outlined in the prompt.
All compositions must be collected to facilitate scoring and to document each student’s
performance and response.
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Short-answer questions will ask the students to supply a response which may be in the form
of words, pictures and/or diagrams, to facilitate scoring and to document each student’s
performance. (See TPG guidelines for verbal responses and other accommodations).
Response sheets are provided for student work. All written work must be completed in the
student answer spaces provided.
Materials and Resources
Teachers will need the following materials and resources for students to complete this performance
assessment:
 classroom set of reproduced tasks, including the glossary of terms, and the cover page
 one copy of administration guidelines (pages 1-5)
 classroom set of reproduced student response sheets
 fine tip black ink pens
 variety of H (hard) and B (soft) pencils
 erasers
 blending stumps
 one 9 x 12 sheet of drawing paper per student, for sketches and planning-optional
 one piece of newsprint per student to prevent smearing of ink or pencil-optional
 one 9 x 12 sheet of drawing paper per student for final drawing, and
 recording equipment for student accommodations, as needed
 Note: visual resources include and are not limited to: access to branches, eggs, nests, rocks,
trees, rocky cliffs and/or models and pictures of these items to use as visual resources, and
access to pictures of and/or experience with outdoor scenes, etc.
Teacher Preparation Guidelines
 This assessment requires an individual performance.
 Reproduce a classroom set of student task directions, glossary of terms, and student response
sheets found in the Student Task Booklet.
 Gather drawing supplies
 Gather visual aids
 Students may choose to use either pencil or black ink for their finished drawing.
 Students should be reminded to take the time of day into account in composing their drawing.
 Students may not use texture plates. All texture must be original and created freehand.
 As an option to a written response, video or audio recording may be used to accommodate student
needs and at the teacher’s discretion. Students being recorded need to be coached to face the
recording device when responding. Students must have a copy of the response sheet when being
recorded.
 Video/recording setup needs to be in a defined space so the student artist can be seen at all times.
 Students should be prompted to clearly say their name/number and their current grade level into
the recording device before they begin their performance.
 The student artists must have a copy of the response sheet when responding on the
video/recording device and/or with an adult transcriber, etc.
 Students who respond in writing must include their name/number on all the response sheets.
 Photography equipment for use in student portfolios and documentation of student work. The
images should show sketches and final drawings. The students’ names and numbers should be
included with each photograph as per district policy and are not required for this assessment.
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Suggestions for Time Management
Students may have as much time as they need to complete the task. Time suggestions are a guide
and may be altered to meet individual school, class and student circumstances. It is recommended
and encouraged that the teacher reviews the glossary and scoring rubrics with the students.
The following four-day model is a suggested sample timeframe:
Day One Suggested Time:
• 15 minutes: The teacher provides the class with the task and reads it aloud. The students may
ask questions. The teacher answers any questions asked and distributes all materials.
• 30 minutes: The students have 30 minutes to start and/or complete their sketches of the nest of
a bird of prey and begin their drawings.
• 5 minutes: The teacher collects all materials.
Day Two Suggested Time:
• 10 minutes: The teacher distributes all materials to the students and reviews prompt.
• 35 minutes: The students continue work on their drawings.
• 5 minutes: The teacher collects all materials.
Day Three Suggested Time:
• 5 minutes: The teacher distributes all materials to the students.
• 20 minutes: The students complete their drawings.
• 20 minutes: The students begin the response sheet.
• 5 minutes: The teacher collects all materials.
Day Four Estimated Time:
• 5 minutes: The teacher distributes all materials to the students.
• 20 minutes: The students complete the written response sheet.
• 20 minutes: The teacher must videotape any student who chooses to respond verbally.
• 5 minutes: The teacher collects all materials.
Test Administration
Students may have as much time as they need to complete the task. All students who remain
productively engaged in the task should be allowed to finish their work. In some cases, a few
students may require considerably more time to complete the task than most students; therefore, you
may wish to move these students to a new location to finish. In other cases, the teacher’s knowledge
of some students’ work habits or special needs may suggest that students who work very slowly
should be tested separately or grouped with similar students for the performance assessment.
Provide the class with the reproduced student pages, which may include the cover page, student
prompt, response sheets, rubrics, templates, glossary, and any other required materials prior to
beginning the task. Students may highlight and write on these materials during the assessment.
Instruct the students to look at the following student pages. Have the students read the directions to
themselves as you read them aloud. Answer any clarifying questions the students may have before
you instruct them to begin. If this assessment is used for reporting purposes, circle the scoring
points on the cover page and/or on the individual student pages.
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Say: Today you will take the Grade 8 Washington Classroom-Based
Performance Assessment (WCBPA) Arts Performance Assessment of Visual
Arts entitled “Endangered Nest” Revised 2008
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Student Name/ID# _______________________________________ Grade Level _________
(circle number)
Creating Score
Responding Score
4
4
3
3
2
2
1
1
0
0
Endangered Nest - Revised 2008
You are an artist working for a national conservation magazine. You must create a realistic
close-up drawing of a bird of prey’s nest for the next issue of the magazine. You have climbed to
the top of a rocky cliff with your field journal or sketchbook to get a close-up view of the nest of
a bird of prey. It is late in the afternoon, and the sun is beginning to set. You can see large eggs
in the nest made of mud, grass, sticks, feathers, and other objects. The bird of prey’s nest is
located on a large branch.
Your editor requires that your realistic, close-up drawing of the bird of prey’s nest area must also
include a foreground and background. The nest and eggs must appear in the foreground as the
focal point of the composition.
Your drawing must demonstrate the use of texture and the use of value to create a realistic
representation of 3-D form and depth. You will have time to sketch your plan and create your
final drawing. Then, you will need to describe and explain your drawing to your editor.
Your editor explains that you must meet the following task requirements when creating your
realistic drawing:
• Draw the eggs, the nest of the bird of prey, the tree branch(es) and bark and background features
realistically.
• Draw a close-up view of the nest and eggs as the focal point (emphasizing foreground).
• Draw using at least two different textures, throughout the composition and
• Draw using at least five different values/shades throughout the composition to create the
Representation of 3-D forms.
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Consider the time of day when creating your drawing.
Draw in black ink or pencil.
Draw realistically, the following 3 features with the nest and eggs of the bird of prey as the
focal point in the foreground:
• the eggs
• the nest of a bird of prey
• the tree branches and bark
 You must include a background and background features that emphasize depth and the location of
the nest in the foreground, such as:
• mountains, cliffs, and rocks
• clouds
• forests
• valleys and/or
• other recognizable distant features of your choice
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Student Name/ID# _______________________________________ Grade Level _________
 Draw all features using appropriate proportions.
 Enhance the features of the drawing by using and/or repeating at least two textures or
combinations of textures. Textures may be used to create value in your drawing.
 Use at least two of the following techniques.
• stippling,
• hatching,
• cross hatching,
• scribbling,
• smudging,
• other repeating lines and shapes, or
• other appropriate technique(s).
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Use at least five gradations of values using black ink or pencil to create a representation of
3-D form and depth.
Textures may be used to create values. The white of the paper may be counted as one
value level only when used as a highlighted area, such as reflected light on eggs.
Your editor explains that you must meet the following requirements when responding about
your drawing:
Name at least two of the technique(s) you used to create texture and describe how the identified
textures were used to make each of the three required features seem more realistic.
 Identify the location of the darkest value in your drawing and explain why you selected this
location for the darkest value.
 Explain how you used value effectively on at least one main feature (eggs, nest, tree
branches/bark) to represent 3-D form.
 Explain two ways you made the nest and eggs the focal point in the foreground of your drawing.
 Explain at least one way you made your background features appear as though they are in the
distance of your drawing.
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STUDENT RESPONSE SHEET ~ Page 1 of 2
Student Name/ID# ______________________________________________ Grade Level ______
(circle number)
Responding Score from Rubric – 4 3 2
1
0
1) Identify and describe the texture(s) used for each feature. Then, explain how each of the
two (2) or more required textures make the feature appear more realistic. You may repeat a
texture(s) in your composition.
Required Features:
Name and describe the
texture technique you
used on this feature:
How did using this particular texture
help make this feature seem more
realistic?
Eggs:
Nest:
Tree branches and bark:
Name and explain other
feature(s) you included and
the texture you used:
______________________
_______________________
2) Identify the location of the darkest value in your drawing and explain why you selected this
location for the darkest value.
Location:
Explain why you selected this location for the darkest value:
Continued on next page
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STUDENT RESPONSE SHEET ~ Page 2 of 2
Student Name/ID#_________________________________________
Grade Level _________
3) Explain how you effectively used value on at least one main feature (eggs, nest, tree
branches/bark) to represent 3-D form.
One feature:
Another feature:
4) Explain two (2) ways you made the nest and eggs the focal point and in the foreground of
your drawing. First way:
Second way:
5) Explain at least one way you made your background features appear as though they are in
the distance of your drawing.
________________________________________________________________________________
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Washington Classroom-Based Performance Assessment (WCBPA)
Arts Performance Assessment
Grade 8 Visual Arts
Endangered Nest
Visual Arts Glossary
Revised 2008
background-- the area of an artwork that appears farthest away on the picture plane; usually nearest
the horizon; a way of showing depth; background is the opposite of foreground; between the
background and the foreground is the middle ground
contrast - a principle of design of visual arts; a technique in an artwork which shows differences in
art elements such as smooth/rough textures, light/dark colors, or thick/thin lines
emphasis/dominance - a principle of design of visual arts; importance given to certain objects or
areas in an artwork; color, texture, shape, space, size and contrast can be used to create a focal
point, center of interest or area of importance
focal point - the part of an artwork that is emphasized in some way, attracting the eye and attention
of the viewer; also called center of interest
foreground-- the area of an artwork or field of vision, often at the bottom of the picture plane that
appears closest to the viewer; also used to give priority to one aspect of a composition over another
gradation-– (of value) a range of values from light to dark
middle ground - the area between the foreground and background in a landscape
realism—a style of art that portrays objects or scenes realistically, as they might appear in
everyday life; a recognizable subject is portrayed using lifelike colors, textures, and proportion
spatial devices—methods used to create the appearance of space in an artwork; linear perspective:
foreground/middle ground/background, overlapping, atmospheric perspective: diminishing size,
diminishing detail, fading intensity, clarity, color and value
foreground—the area of an artwork that appears closest to the viewer
middle ground—the area between the foreground and background
background—the area of an artwork that appears farthest away from the viewer
color value—the lightness or darkness of a color
horizon line—based on the artist’s eye level, a line where sky meets earth
overlap—one part partly covering another part of an artwork
texture—an element of visual arts; portrays surface quality; how something feels or appears
to feel; some drawing techniques to create texture and patterns are: stippling, hatching, crosshatching, scribbling, broken lines, repeating lines and shapes; types include:
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actual texture—how something actually feels when touched
visual texture—how something appears to feel; also called simulated or implied texture
some examples of visual texture techniques, using line and shape are: hatching, cross-hatching,
stippling, scribbling, and repeating lines and shapes, smudging/blending
hatching
cross-hatching
repeating broken lines
stippling
scribbling
repeating shapes
smudging/blending
value—an element of visual arts; the lightness and darkness of a color, line, shape, or form
examples of techniques used to create value
repeating vertical
lines
repeating horizontal repeating diagonal
lines
repeating zigzags
lines
repeating curves
Note: The following extra glossary words for this CBPA may be helpful and used for clarity
and understanding for students.
birds of prey-birds that hunt for prey, primarily on the wing, using their keen senses, especially vision.
Their talons and beaks are generally large and powerful for tearing flesh of animals they eat for survival;
sometimes referred to as raptors, such as hawks, eagles, buzzards, barrier, kite, osprey, owl, etc.
nest--a place of refuge to hold animals eggs and/or raise their offspring
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Student Name/ID#_______________________________________ Grade Level _________
(circle number)
Creating Score
4
3
2 1 0
Responding Score
4
3
2 1 0
Grade 8 Visual Arts
Endangered Nest ~ Revised 2008
EALRs 3 and 4 are naturally and authentically embedded in the prompt and rubrics of this assessment.
Creating—Elements of Visual Arts Rubric (1.1.1, 2.1, 2.2, 3.1, 3.2)
4
3
2
1
0
4
3
2
1
0
A 4-point response: The student demonstrates a thorough understanding of the elements of
art in the drawing by meeting all of the four task requirements listed below:
• draws the eggs, the nest, the tree branch(es) and bark and background realistically,
• draws a close-up view of the nest and eggs as the focal point (emphasizing foreground),
• draws using at least two (2) different textures, throughout the composition, and
• draws using at least five (5) different values/shades throughout the composition to create
the representation of 3-D form.
A 3-point response: The student demonstrates an adequate understanding of the elements of
art in the illustration by meeting three of the four task requirements listed above.
A 2-point response: The student demonstrates a partial understanding of the elements of art
in the illustration by meeting two of the four task requirements listed above.
A 1-point response: The student demonstrates a minimal understanding of the elements of
art in the illustration by meeting one of the four task requirements listed above.
A 0-point response: The student demonstrates no understanding of the elements of art in the
illustration by meeting none of the four task requirements listed above.
Responding Rubric (2.2, 2.3, 3.3, 4.2, 4.5)
A 4-point response: The student demonstrates a thorough understanding of the creative
process in the response by meeting four of the five task requirements listed below:
 Identify and describe the texture(s) used for each feature and explain how each of two
required textures made the features appear more realistic.
 Identify the location of the darkest value in your drawing and explain why you selected
this location for the darkest value.
 Explain how you effectively used value on at least one main feature (eggs, nest, tree
branches/bark) to represent 3-D form.
 Explain two (2) ways you made the nest and eggs the focal point in the foreground of your
drawing.
 Explain at least one way you made your background features appear as though they are in
the distance of your drawing.
A 3-point response: The student demonstrates an adequate understanding of the creative
process in the response by meeting three of the five task requirements listed above.
A 2-point response: The student demonstrates a partial understanding of the creative process
in the response by meeting two of the five task requirements listed above.
A 1-point response: The student demonstrates a minimal understanding of the creative
process in the response by meeting one of the five task requirements listed above.
A 0-point response: The student does not demonstrate an understanding of the creative
process in the response by meeting none of the five task requirements listed above.
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Scoring Notes
The following scoring notes should be used as guidelines when scoring this item.
 Eggs should be oval or round, modeled to show ovoid form and proportional to the nest to be
considered “realistic.” Eggs should not look cartoonish or flat.
 Students are expected to indicate a smooth texture for the eggs.
 Nest shape should be proportional and consistent with viewpoint. It should not be geometric.
 Branches should diminish in size as they progress toward the branch ends. They should also have
organic shapes.
 A grouping of leaves creates a repeating pattern and is not necessarily a texture.
 The foreground should occupy a significant portion of the page. The nest should be located in the
foreground and should be large enough to clearly show details of the nest and eggs.
 A different direction of lines may constitute a new texture.
 The white of the paper may be counted as one value level only when used as a highlighted area,
such as light reflecting on surface of eggs.
 Optional-The students’ scores may be recorded on the cover, or on the response page and or on
the rubric pages to satisfy individual documentation preferences.
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