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Grading when kids just don't get it (rubrics)?

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artrageous_at_TeacherArtExchange
Date: Sun Nov 05 2000 - 10:06:08 PST


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Students are finishing up self-portraits and most have done an =
incredible job. HOWEVER, I have a couple of kids who, due to documented =
learning disabilities, have had a really awful time trying to use a grid =
to enlarge their images.

One of these students has a documented visual perception problem, and =
during conferences the mom said that she was surprised that her son even =
signed up for art--but she was glad that he had.

The rubric that I'm designing for grading these gives extra weight to =
effort and time on task, but also makes note of how well they understood =
and were able to master the concept (among other criteria).

How do you handle grading with kids who really *try* to do good work, =
but have a lot of difficulty? While the process is more important (a =
lot of time) than the process (and I think this one kid, in particular, =
understood what he was *supposed* to do), the product for HS students is =
important, too. =20

It would be easy to JUST grade on effort, but that might boost a grade =
too high (in some cases!), especially when these grades will be going on =
transcripts that colleges will have to consider.

What sort of rubrics do you use for art projects like this, that are =
fair to ALL students, including those with LD issues?

Sharon
WEBSITE: http://www.bigfoot.com/~artrageous
Featuring art and art lesson plans, examples of my
artwork, genealogy resources, information about=20
contra dancing and Celtic music--and more!
EMAIL: artrageous@bigfoot.com
AIM: SKBK56, ArtrageousSBK, & others

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<DIV><FONT face=3DArial size=3D2>Students are finishing up =
self-portraits and most=20
have done an incredible job. HOWEVER, I have a couple of kids who, due =
to=20
documented learning disabilities, have had a really awful time trying to =
use a=20
grid to enlarge their images.</FONT></DIV>
<DIV>&nbsp;</DIV>
<DIV><FONT face=3DArial size=3D2>One of these students has a documented =
visual=20
perception problem, and during conferences the mom said that she was =
surprised=20
that her son even signed up for art--but she was glad that he =
had.</FONT></DIV>
<DIV>&nbsp;</DIV>
<DIV><FONT face=3DArial size=3D2>The rubric that I'm designing for =
grading these=20
gives extra weight to effort and time on task, but also makes note of =
how well=20
they understood and were able to master the concept (among other=20
criteria).</FONT></DIV>
<DIV>&nbsp;</DIV>
<DIV><FONT face=3DArial size=3D2>How do you handle grading with kids who =
really=20
*try* to do good work, but have a lot of difficulty?&nbsp; While the =
process is=20
more important (a lot of time) than the process (and I think this one =
kid, in=20
particular, understood what he was *supposed* to do), the product for HS =

students is important, too.&nbsp; </FONT></DIV>
<DIV><FONT face=3DArial size=3D2></FONT>&nbsp;</DIV>
<DIV><FONT face=3DArial size=3D2>It would be easy to JUST grade on =
effort, but that=20
might boost a grade too high (in some cases!), especially when these =
grades will=20
be going on transcripts that colleges will have to =
consider.</FONT></DIV>
<DIV>&nbsp;</DIV>
<DIV><FONT face=3DArial size=3D2>What sort of rubrics do you use for art =
projects=20
like this, that are fair to ALL students, including those with LD=20
issues?</FONT></DIV>
<DIV><FONT face=3DArial size=3D2><BR>Sharon<BR>WEBSITE: <A=20
href=3D"http://www.bigfoot.com/~artrageous">http://www.bigfoot.com/~artra=
geous</A><BR>Featuring=20
art and art lesson plans, examples of my<BR>artwork, genealogy =
resources,=20
information about <BR>contra dancing and Celtic music--and =
more!<BR>EMAIL: <A=20
href=3D"mailto:artrageous@bigfoot.com">artrageous@bigfoot.com</A><BR>AIM:=
SKBK56,=20
ArtrageousSBK, &amp; others</FONT></DIV></BODY></HTML>

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