This is a great discussion! This concept of working hard or effort (not
quite the same) and getting an A in elementary school and high
school....then goes on to college. My students think that hard work
entitles them to an A as well. They believe that is what so great about the
arts is you will be successful if you particpate. Participation takes very
different forms with each of them.
What does participation mean? Is it enough to put paint on the paper even
though you didn't spend much thought or time on it. Is it the amount of
time spent? How much is the right amount of time? Or the amount of
thought? And how do we assess that? And as to the matter of effort....I
am not sure effort can be assessed either...it is also a fairly subjective
thing. What is effort (and great risk) to one person (or child) is easy to
another....but they look the same and very often we can't tell as
educators. [yes...of course sometimes we can] Both completed their work,
both behaved, or whatever.
Often....I look for learning and comprehension. If a student isn't able to
communicate an idea or concept as effectively on paper...for example...I
will ask them about the concept to see if they understand. I have seen
students who "get something" but create real chaos with materials. Should
they get an A...probably not. But they have earned a respectable grade if
they understand what was being taught. This was even true with elementary
kids....if they didn't demonstrate overlapping I would find out if they
understood the concept. In fact sometimes I graded a project during the
process and checked their understanding with a clipboard as I went around
the room helping them. Ha! When I had time teaching 650 kids. Growth is
another of those difficult things to assess...and important. These things
do count for a great deal...and they are more subjective. Art isn't as
subjective....there is real content to learn, comprehend and apply. I am
fairly sure that I spend a lot of time creating a system that honors
learning and process and individuals....and a lot of time assessing and
weighing decisions....and a great deal of time caring....and in the end...I
could probably have intuitively come up with the same grade.....more like
it used to be done. lia
At 10:05 AM 1/31/2005 -0500, you wrote:
> From a high school perspective, I absolutely agree with Kevan. Some of my
> students think that, because "it took so much time," or "I worked hard on
> it" they automatically deserve an A. At the beginning of every course I
> explain to my kids that I am looking for growth and progress and that, if
> they came in as "the best artist in the 8th grade," but are still doing
> the same things the same way when they finish with me, they will not be
> the ones to make the As. The kid, on the other hand, who comes in scared
> to death about drawing, but who shows both effort and progress, probably
> will. Thanks, Kevan, for putting it so well. Linda in NC
