I have a general rubric posted on the wall that is always taken into
account. This is reviewed with students in grades 1-5 at the beginning of
the year and as needed. Then, I formulate specific criteria students must
meet, different for each lesson. When I evaluate, I do "eyeball" the work,
but it's within the guidelines of the rubric and the specific criteria (that
way I can assess the hundreds of projects I see each week, quickly). This
method keeps the students and I on the same page during critiques. Students
can also change the work to meet the criteria and earn improved grades (they
have until the day I am working on final grades to turn it in). The only
downside is when students do a great piece, but don't meet the criteria that
show they learned what I taught. Sometimes students don't get that they
don't have a choice on certain things, that it's an assignment that shows
they can use a certain concept or skill (don't get me wrong, most times
imagination, creativity, and experimentation are part of the criteria). I
just give them a mini-assignment to show me the concept, or I ask them
questions to assess, and they can still earn the top grade. Oh, of course I
take into account special needs. I have more, but this is long enough.
Leah
----- Original Message -----
From: Kelly Drake
To: ArtsEdNet Talk
Sent: Wednesday, December 05, 2001 7:27 PM
Subject: Elementary Art Assessment
I am interested in knowing how other elementary art teachers assess
students. If it is just eyeballing work and correlating that to a grade, I
want to know. If you do not assess, I want to know that too. I am just
trying to get an idea of what expectations are for others and how you handle
it.
Thank you in advance for your input.
Kelly
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