For example, one of the first ones pertained to a 4th grade project, a
pendant constructed on a heavy circle (4" diam) of cardboard, and decorated
with an assortment of dried peas and beans. The five categories for
1. Design clearly shows radial symmetry
2. Design has concentric circles
3. Design shows contrast of color and size
4. Workmanship is neat
5. Overall aesthetic impression
We discussed the fact that #4and #5 are subjective, and what that meant and
how they wanted to handle it. I made copies of the rubric for everyone,
and we discussed them before we began the project. Afterward, I gave them
the rubrics back, with their pendant, and they completed the "self"
category of scoring.
3 very good
0 not at all
After they did the self assessment, I took their pendants and their rubrics
to a different table where a group assessment was done for each pendant.
The last assessment was done by me (I took them home to do). then all the
scores were added up and the final "grade" established.
A+ 60 pts
E+ 50 - 59
E 30 - 49
E- 10 - 29
N 0 - 9
E = expected performance
N = needs more practice
Since this first one, we've decided that while aesthetics is a valid topic
for discussion and growth, we're not comfortable giving it a grade, so
we've eliminated it from the rubric. And I have decided that I'll leave
out my column because the kids want to see, immediately, how the group
assessed their work. I'm also considering leaving out the "final score"
business, because I want this to be about critiquing and sharpening ones
eye, not grades.
I welcome suggestions and comments.
in Connecticut where I'm starting to look for robins