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[ Thread ][ Subject ][ Author ][ Date ]Ron Pachter
Thu, 4 Jul 1996 23:26:13 -0400
Does anyone have a particular style of "evaluation" that is nearly
foolproof? It is absolutely the most difficult part of my job.
Particularly advanced students who by the nature of scheduling($$$$$$ and
difficult counselors) and my own philosophy are on many different levels and
interests. I use a daily grade approach, and I must say that I love the
work or clean approach--it will be employed first day of this year. NO more
sitting around and wasting air & visiting.
I used a procedure years ago when I taught Journalism in which I made a list
of how an "A", "B", "C", etc. student would perform. For example, the A
student would work everyday, met all publishing deadlines, always on time,
made up lost time after school, was above question at all times, etc. I
would appreciate any suggestions on how you comrades would approach that
from an art ed standpoint--one that I particularly intend to use is that if
they don't keep a sketch book, they don't get an A. I use them all the time
and not just for sketches--book ideas, quotes, color combination notes,
project thoughts, etc. I like the journal approach that one of you
suggested. Will appreciate any and all comments and will promise to post my
finalized list that I use if anyone wants it.
Maybe reply: Candi Brooks: "Re: grading guidlines"
Reply: Amy L Pate: "Re: grading guidlines"