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Re: grading strategies (long)


From: Trish Gorman (TrishGorman_at_TeacherArtExchange)
Date: Tue Mar 26 2002 - 15:11:06 PST

These are two section examples from my rubric (I score for Preliminary Work, Technical Skill, Composition, Creativity, Attitude and Behavior). Although I have "exceptional", I have to admit there are not written concrete explanations on what constitutes exceptional. This explanation occurs when I introduce the assignment and explain what the aim/goals are, and in preliminary skill builders. We again discuss this as students work and we critique their progress.
· Reflects understanding of complimentary or analogous color use:
                        Low Moderate High Exceptional
Student: 0 1 2 3
Teacher: 0 1 2 3
· Color values are in balance on individual paintings:
                        Low Moderate High Exceptional
Student: 0 1 2 3
Teacher: 0 1 2 3
The rubric ends with this:
REFLECTION: If you were to do this again, what changes or improvements could you make to your work? (Quality of Reflection scored by teacher) None: 0 Moderate: 1 High: 2 Exceptional: 3
--This trimester I tried this:
As part of considering your performance in art, complete the following self-assessment. Please give this serious thought and honest consideration.
This will NOT be your final grade, simply a part of assessing your overall performance.
Review the artwork you have completed for this class. Consider the effort you put into the work you have done. Consider the quality of the work you have done. Then give yourself an overall rating on your performance.
                                                                                  Exceptional Average Low Did not do
I pushed myself to achieve excellence in my work 3 2 1 0
Now—please explain how you have come to this decision. Be specific. Give examples. This may include what you did well and what you could have done better.
--This last self-eval was very powerful for the students. We discussed that honesty counted for more than saying good things that were not true. I got some very honest and thoughtful answers. And the students were pretty much grading themselves where I thought they were, too. I scored their answer and overall work quality. The score was used as bonus points when averaging their grades at the end of the trimester (if it improves their score only--for some it did).
I hope this helps a little.
----- Original Message -----
Sent: Monday, March 25, 2002 2:45 PM
To: ArtsEdNet Talk
Subject: grading strategies
I don't have a problem with this except when I feel that a student takes the easy way
out or chooses something "below" their skill level. I was thinking about the
way they score a dive or figure skating by using a "degree of difficulty" in
the scoring process.