Ohio+Standards+Review+(Jefferis)

//Ohio Standards get a five-star rating from me! As a beginning teacher, the standards guide was easy to follow and use as a check-off list for each grade level as they were incorporated into my plans. As a fairly experienced teacher, I find it thorough yet concise, and open to individual teaching styles. Much of it seemed to share Florida standards but with a format and language that was more user friendly.//

Each grade level is expected to touch on five standards, each of which have approximately 3-5 benchmarks. Each year, the benchmarks build on the former year, yet remain appropriate to the grade level. The benchmarks give a more precise goal for each grade level under standards that seemingly hit all aspects of art education - from techniques to aesthetics, to purpose, and so on. I find that the benchmarks allow for enough room for the teacher to decide how much diversity is needed within his/her curriculum, while instilling the need to have some diversity represented.
 * __Comprehensiveness/Balance:__**

Quite comprehensive without overload!

Rigor is definitely there! I believe I'd be repeating the above by describing the rigor. Yes, the cognitive content and skills are ever present - the benchmarks are written in ways that would be easy for a teacher to assess, yet gives the teacher flexibility in presentation of material. As mentioned above, the benchmarks seem right-on with grade-level expectations, and all levels of Bloom's is represented throughout each standard.
 * __Rigor:__**

The assessability of the benchmarks seems clear, yet open to teacher creativity.
 * __Measurability:__**

Manageability: A year is the time period mentioned in the South Carolina criteria, however, in many cases semester or 9- or 12-week classes are taught. Yes, many of the benchmarks can be squished into onr or two lessons, but the mastery may not necessarily be there. What is nice about these benchmarks is that they repeat throughout the grade levels with slight additions or variations, ultimately providing mastery in the long-term.

I cannot say enough about the organization of these standards and benchmarks! The only thing missing are the letter/number cues that we use such as VA.1.a.2. The wording, while consistent, could probably utilize more of Bloom's verbage. It seemingly sticks to the same few verbs for the majority of the benchmarks, and I would like to see other specific action words used. Student expectations are clear according to the skills, applications, etc. the teacher would need to meet, however leaving it broad enough to fit the teacher's presentation.
 * __Organization/Communication:__**