With all the discussion of rubrics lately, I thought that I
the ones that I typically use as a guideline for looking at
artwork, which helps me to determine my overall assessment
At the secondary level, we have 2 standards that we need to
based upon the skills that are to be worked on and evidenced
The 1st is the Performance based standard that is considered
to be a
base standard in my district, that revolves around the
creation of the
wrok. The 2nd is the Analysis based standard that
on the ability of a student to draw inference and analogy
from a piece
of art (their own as well as established works that they are
verbally address - written and / or orally).
Again, keep in mind that I am using these in my high school
so the language and concepts may not be suitable for other
Also, this is only one aspect of how I end up gauging my
grade. As had been shared by others on this list, effort
willingness to learn are also considerations. The
provided by the standard is an indication of the skill
measured but is not the only consideration that is factored
report card grade that they receive at the end of the class.
The scoring reflects the following levels:
4 = exemplary level work
3 = proficient level work
2 = emerging level work
1 = novice level work
Standard: Arts Creation and Performance
*Approaches work in an highly individualized and expressive
*Develops ideas that are conceptually strong and reveal
*Demonstrates a passionate and keen intellectual and
curiosity toward work.
*Exhibits highly developed abilities in successfully
knowledge and skills pertaining to visual language,
*Nearly always approaches work in an independent and
*Develops ideas of conceptual importance.
*Is inquisitive with regard to work and willing to explore
*Demonstrates successful application of learned knowledge
pertaining to visual language, structures, forms and
*May work in a personalized and expressive manner in some
instances, but is occasionally dependent on guidance.
*Develops ideas that are sometimes meaningful or important.
*Frequently exhibits an intellectual and creative curiosity
*Is usually able to apply learned knowledge and skills
visual language, structures, forms and vocabulary with
*Works in a haphazard manner with little understanding of a
problem-solving process and requires frequent direction.
*Exhibits ideas that are generally mundane and trivial.
*At times shows a spark of intellectual or creative
curiosity toward work.
*Occasionally shows deliberate application of learned
skills pertaining to visual language, structures, forms and
with some success.
Standard: Arts Analysis and Interpretation
*Demonstrates a comprehensive knowledge of many contexts
(personal, social, cultural, historical, philosophical,
environmental, economic, aesthetic), surrounding and
*Describes, analyzes, interprets and evaluates information
with sound reasons and insight that reflect a value system.
and conclusions are accurate, detailed, insightful, valid
*Responds to feedback with personal insight and incorporates
ideas and suggestions.
*Revises work when necessary with highly successful
*Demonstrates broad knowledge of various contexts (personal,
cultural, historical, philosophical, technological,
economic, aesthetic), surrounding and impacting work.
*Is able to describe, analyze, interpret and evaluate
images with justification. Analyses and conclusions are
consistent with data.
*Responds to feedback with personal insight and uses it to
*Revises work when necessary with successful results.
*Demonstrates rudimentary knowledge of several contexts
cultural, historical, technological), surrounding and
*Demonstrates ability to describe, analyze, interpret and
information and images. Analyses and conclusions are usually
*Employs feedback with satisfactory results.
*Is able to revise work for acceptable results.
*Demonstrates limited knowledge of a few contexts (personal,
historical), surrounding and impacting work.
*Demonstrates limited ability to describe, classify and
information and images. Analyses and conclusions are often
In both of the above standards, no work turned in or work
that is so
poorly thrown together to not be assessable, receives no