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RE: [teacherartexchange] teacherartexchange digest: February 08, 2009

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From: Debbie Nicholas (Debbie.Nicholas_at_TeacherArtExchange)
Date: Mon Feb 09 2009 - 07:49:13 PST

When beginning a project in my classroom I have the students write 5 items on the back of the paper: name, date you began the project, title of the project, grading criteria for the project and the directions for the project. The grading criteria works like a rubric and changes from project to project depending on what we are studying at the time. On the board I have the criteria and directions along with the objective. If some parts of the criteria need stressing then I will have parts weight different.

debbie nicholas
Texas High School
Art Teacher

-----Original Message-----
From: jcouch-o@sc.rr.com [mailto:jcouch-o@sc.rr.com]
Sent: Monday, February 09, 2009 9:43 AM
To: TeacherArtExchange Discussion Group
Subject: Re:[teacherartexchange] teacherartexchange digest: February 08, 2009

I like the universal approach here to grading but I often have trouble with rubrics. It seems that you can earn points on a rubric but still not have an amazing art piece, just as you can have this amazing piece of art that doesn't touch all of the points. I think mutual trust and guidance is crucial in the grading process, as well as the comments and discussions involved.
Jane C

From: <ctosta@sbcglobal.net>
Date: Sun, 8 Feb 2009 22:04:53 -0800
X-Message-Number: 12
 
Grading
 
This is always a great question in art. Rubrics are by far the best way
to go. Ideally, I'd like to use a separate rubric for each assignment
in my course but I have found using one standard rubric makes grading
more efficient for me and more consistent for students.
 
I assess every major studio assignment the same way. 

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