The learner checks are deliberately open art problems. Do not require a named drawing style, symmetrical shape, colour, neatness, spoken answer, real-material handling or a single “correct” image. Credit evidence of the child's own formal choice and intention through any accessible route. Record a neutral adult's physical mark separately. This is a public formative key, not a scoring rubric for reporting an achievement standard.
Check K · Paper Fan Form
Fresh source: low broad curved base; four broad rays; one open wedge between middle rays. It is fictional. The child makes two different contour/fill/opening treatments and selects one for their own imagined effect.
Examples of supported responses, not templates to rehearse: A child may outline all rays in Idea 1 so the interior stays white, then fill two outer rays in Idea 2 while leaving the middle wedge open; they choose the second so a viewer might first notice the wedge. Another child may fill the base in Idea 1, then draw only its edge in Idea 2 and choose Idea 2 so the large open page area feels useful for an imagined word. Exact art meaning is the child's to state. If they direct an adult, attribute the choices to the child and the marks to the adult.
| Look for in first response | If missing or unclear, next teaching move after collection |
|---|---|
| Two visually or precisely described different treatments of the same given form. | On a different invented shape, compare “outside line only” and “solid inside”; have child choose one without making Check K for them. |
| An intentionally located opening/wedge and at least one contour/fill choice. | Show an unrelated two-block gap and ask the child to point to blank space; then return to a new art attempt. |
| Child-selected option and a purpose or intended viewer effect. | Ask “What would you like me to notice first?” Accept point/AAC/sign; if it is unknown, log unknown rather than assign meaning. |
| Honest maker/handler status. | Model “I chose; adult drew” versus “I marked” on a fresh page. Record only what actually happened. |
Decision note: Secure choices with access support can meet this sample. A trace with no child decision is insufficient for the art-choice target. There is no species/living-feature evidence here.
Check L · Robot Postcard
Fresh source: separate ROUND HEAD and STEP-SHAPED TOOL. The child offers two placements or layer orders, chooses one for an invented message, identifies a visible edge or open gap and distinguishes actual material/process from a proposal.
Examples of supported responses, not templates to rehearse: One child places the round form in front of the step shape in Idea 1 so a stepped edge disappears, then separates them in Idea 2 to leave a large central gap; they choose Idea 2 to leave room for an imagined greeting. Another puts the step shape in front first, then places the circle in front; they choose the latter to make the circular edge most visible. “I might try broad card; I have not touched this card” is an honest plan. These are acceptable possibilities, not an adult answer to be suggested during the check.
| Look for in first response | If missing or unclear, next teaching move after collection |
|---|---|
| Two distinguishable arrangements/layer orders using both broad pieces. | Use two different fresh shapes and move one only; compare changed visible edge or gap. |
| Chosen front/behind/apart relation tied to visible edge or opening. | Give exact neutral edge description and ask the child to direct one switch. |
| Child's own idea or intended viewer notice. | Offer a private fictional context choice, then ask for the child's own goal; do not infer from “robot.” |
| Candidate process/material plus true UNKNOWN/NOT TRIED or actual inspected/handled record. | Separate “I propose” from “I saw/placed” with a fresh approved/non-physical example. Never infer stiffness from “card.” |
Decision note: A spoken/AAC planned collage can show developing and idea communication, but it is not evidence of physical collage handling. Actual sharing with a willing viewer must be separately recorded; an imaginary postcard recipient is not an audience encounter. Optional named real-artwork encounter on Day 29 likewise needs the separate source gate. Preserve a child's pass/private choice.
Quick feedback language
“I can see/hear your chosen [edge / fill / opening / front piece]. You said it helps your picture [child's exact words or AAC meaning]. Next time we could try [one different formal choice] and see what changes.” If a child has not stated an intention, ask rather than supply it. Invite self-revision without replacing the first response.