Date of publication: 2017-08-31 23:00
When we grade art students, we need to tell our students in advance that we are looking ofr the kinds of learning and growth that are unique to art classes. If we fail to tell them, post them, and so on, it will be unfair. They will come with the assumption that art class is graded like every other class. They will assume that the teacher will grade their end product. I have put together a list, but every art teacher will have a special list, and every art teacher has to be honest about how much credit they are actually giving for the the end product (artwork) in their grading. My approach is to use the end product as one kind of evidence of learning.
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NWREL's Six Traits of Writing Rubric
English and Spanish versions of the 6-Traits of Writing Rubric and other rubrics for listening, public speaking and reading
Okay, does that make sense? Are you ready to create a rubric of your own? Well, then come into my workshop and we will build one together. I just need you to wear these safety goggles. Regulations. Thanks.
B: The student tried a few ideas for selecting one or based his or her work on someone else's idea made decisions after referring to one source solve the problem in logical way.
The critique as assessment.
If a teacher has found positive critique techniques , products can help us learn how to see things that were overlooked during the creation and problem solving phases. Critiques can also help us find out what the student is learning. These can be great ways to teach, learn, and even assess learning---depending on how the critique is conducted. Little of the actual learning can be proved by looking at a product unless it compared to a similar product that the same student did earlier. It may not be fair to give credit in an art course for something that was learned two years earlier.
To write or select rubrics, teachers need to focus on the criteria by which learning will be assessed. This focus on what you intend students to learn rather than what you intend to teach actually helps improve instruction. The common approach of "teaching things," as in "I taught the American Revolution" or "I taught factoring quadratic equations," is clear on content but not so clear on outcomes. Without clarity on outcomes, it's hard to know how much of various aspects of the content to teach. Rubrics help with clarity of both content and outcomes.
Longitudinal assessment for grading is based on learning during the term (over time). At the end of the grading period, each student is compared her/his their own beginning level. Students who progress the most from their starting point are the ones who earn the best grades. This requires explanation in advance to avoid misunderstanding. Otherwise, some advanced students might think they can rest on their expertise and get a good grade without learning new things. Highly capable students should not be rewarded for coasting.
I know that you will view us with great skepticism and you should be skeptical. But when you boil it all down our approach is pretty dang simple: it's just rubrics, quality levels, and comments. It's what you normally do when you're grading papers but without most of the redundancy and inefficiency.
A: The project was continued until it was complete as the student could make it gave it effort far beyond that required to pride in going well beyond the requirement.
However, the reliability advantage is temporary (one can learn to apply general rubrics well), and it comes with a big downside. Obviously, task-specific rubrics are useful only for scoring. If students can't see the rubrics ahead of time, you can't share them with students, and therefore task-specific rubrics are not useful for formative assessment. That in itself is one good reason not to use them except for special purposes. Task-specific rubrics do not take advantage of the most powerful aspects of rubrics—their usefulness in helping students to conceptualize their learning targets and to monitor their own progress.
Using rubrics is an easy way to grade student papers and projects. Rubrics let students know what teachers expect on assignments and give teachers a standardized, compact checklist from which to grade. The best part about rubrics is that they're easy to make you could make a rubric for almost any assignment in less than five minutes! Read on to learn how.
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Rubrics are important because they clarify for students the qualities their work should have. This point is often expressed in terms of students understanding the learning target and criteria for success. For this reason, rubrics help teachers teach, they help coordinate instruction and assessment, and they help students learn.