I use critique and reflection sheets to gauge an
insight into the thought process of my students. They
are also included in the assessment process by being
allowed to self-assess against the rubric before I
give the final grade. This all takes work and is
"cumbersome", but I find it the "fairest" way to
evaluate work, and nobody said that teaching art
should be any easier than teaching another subject
area (they use rubrics all the time).
--- George Doros <firstname.lastname@example.org> wrote:
> Assessment in Visual Arts classes is always
> challenging for new teachers.
> Especially in the area of marking creativity and
> self expression. What are
> some ideas or strategies that teachers can use to
> help make this meaningful
> for reporting to students and parents.
> I have found that having used rubrics for some art
> activities is cumbersome,
> time consuming and makes the Visual Arts objectives
> over directive,
> pedagogical and over scrutinized. Where does the
> "process over the product
> " theory fit in. Do any of you have any rubrics
> that address this and have
> worked for you?
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