> Grading becomes reasonable only when the student has some control over the
> outcome.
I think the students does have some control as they make decisions in the
process. They can decide if they want to push for their best and follow
directions.
> If you use grading Rubrics for each assignment the student chooses the grade
> they wish to obtain and is in full control of the outcome.
I think rubrics are great, but the student ( older) should not have full
control. Doesn't our professional training count for something? Maybe that is
something that is already bulit in to the grading process and rubric. The grade
on the rubric is something that has been predetermined by the teacher.
> Self-assessment is central to development and progress.
> This isn't just experience, it's sequential and continues to build.
> For any artist- a portfolio is essential.
> You don't know where your going
> till you know where you've been.
Agree
>
> Grade solely on their ability to follow directions and
> their efforts in craftsmanship. If they've done their best after following
> your directions in the Rubric, they deserve a good grade -they've learned.
> We should be grading process -not product.
> What do you think?
sort- of Patti. Some of my assignments involve a creativity grade. Ok , I know
this can be subjective ( like anything else) but it really isn't that difficult.
A student who shows no effort and sticks to triteness (even after it is
explained ) isn't pushing themselves.I do emphasize that following directions
and effort will get them far, but the product is a result of doing the right
things in the process. Boy , I hope this makes sense. There is room for self-
assessment , but I think the professional should really have an important say in
the grade.
MaryB
