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Lesson Plans


Re: rubrics

[ Thread ][ Subject ][ Author ][ Date ]
department of the interior (staceyb)
Sat, 26 Jun 1999 13:07:02 -0700


>I WOULD APPRECIATE LEARNING ABOUT ANY RUBRICS FOR ASSESSING ART THAT ANY OF
>YOU ARE USING. I HAVE TRIED TO PUT TOGETHER ONE AND I WAS NOT SATISFIED
>WITH IT. THANKS DANA

Dana,

Here's the latest working version of my Grading System & Rubric for Art
Class Assessment

Students are assigned these values daily:

4 = A Exemplary effort; asked for feedback when needed; followed
directions; implemented directions; always on task;
willing to take risks.
3 = B Good effort; sometimes asked for feedback, mostly on task,
implemented some but not all suggestions; willing to
take risks.
2 = C Some effort; did not ask for or accept feedback; mostly off task,
not willing to take risks.

1 = D Little effort; refused to participate; off task.

0 = F Did Nothing / Not Present.

and for each project:

4 = A Demonstrates exemplary performance and thorough understanding of
benchmarks.

3 = B Demonstrates competent performance and general understanding of
benchmarks.

2 = C Demonstrates emergent or developing performance towards benchmarks.

1 = D Demonstrates serious error and has major misunderstandings of the
benchmarks.

0 = F Did Nothing.

A letter grade may be determined at any time by adding all graded events
and dividing by the number of graded events. For example: 3 + 2 + 4 + 0 =
9 total points; 9 points divided by 4 events = 2.25; current letter grade =
B.
Letter grades are based on this numeric scale: 3.1 - 4.00 = A; 2.1 - 3.09
= B; 1.1 - 2.09 = C; .5 to 1.09 = D; 0 to .49 = F.

I use a four point scale, but one could easily adjust the numbers. The
benchmarks for each project are specific criteria given at the beginning of
the assignment. (I like the words criteria and concepts, my princiapl asks
us to use the word benchmark, so I do)
Hopefully this is helpful. Feel free to mail me with any comments or queries.

-Stacey Bernstein