Grades in my classes are intended to be measures of progress toward set standards of quality. The intent is to make the “subjective” nature of art less of a factor in students’ grades and to promote work toward progressively higher quality. Essentially, the process is as follows: specific, objective standards are set for each project; projects are evaluated by the student, with teacher consultation against those standards; grades are defined in reference to standards, both on individual projects and for grading terms.
Central to this process are two concepts: self-evaluation and authentic assessment. Self- evaluation means that students are involved in evaluating their own work, comparing it against set standards or standards developed by students. This is accomplished through students’ filling out grading sheets and turning them into the teacher, both formal and informal conferences with the teacher, and critiques. Authentic assessment means that the students’ actual products (not indirect measures like tests and quizzes) are the primary means of assessing student progress. This does not mean that test and quizzes are never given, only that the products (or portfolio) that a student produces are always the most important measure of progress.
Ceramic students will conference twice per project- the first time before it goes into the bisque kiln and the last time when it comes out of the glaze kiln- that is the final grade.
QUALITY STANDARDS
For each project, and for each grading term, specific standards are set that will be used to evaluate student work on that project. As an example, here are the standards for a beginning ceramic project:
Coil Mug
5” minimum high (greenware
Straight, vertical sides
Must have correctly proportioned handle
Smooth glazed interior
Well- attached handles and lugs
No cracks
Even or regular rim, edges rounded to prevent glaze parting (crawling)
Clean even glaze line
You will notice that these standards are specific and observable. No “touchy-feely” terms like “creative,” “aesthetically pleasing”, or “beautiful” are used. Do these things count in art? YES! However, they are subjective and difficult to define. So, the project standards concentrate on qualities which can be taught and demonstrated specifically in class, and which are objectively observable. More subjective elements of art, like those mentions above, are considers, but only for “exceeding standards.” (see grades)
Standards are also set for each grading term. As an example, the 1st Quarter Mid-Term standard for beginning ceramics might be: 1. Three projects complete to greenware 2. One project complete to glaze stage; 3. Notes and grading sheets complete; 4. “B” or better on materials safety and studio procedures test. Usually, the grading term standards will be discussed with the class before begin set, and students will have input on the standards. Standards for projects or grading terms are intended to make expectations clear to students, to provide a basis for grading, and to promote technical quality in students’ work. The teacher’s challenges are to set high but achievable standards, teach the specific skills and expectations to students, demonstrate and teach self-evaluation and student record-keeping, monitor individual and class progress on standards and to help students to achieve higher levels of quality.
DEFINITION OF GRADES:
The traditional definition of grades A= Exceptional, B= above average, etc., makes little sense when applied in a standards-based learning environment. What is “average” in terms of meeting a specific standard? Instead, grades in my classes are defined in reference to standards:
A= Work exceeds two or more standards. Work shows evidence of skills and effort beyond what is required for project or activity. Exceptional craftsmanship/ creativity/ design or effort.
B= Work meets standards. Mastery of all required skills and techniques. Good craftsmanship as defined by standards and evidence of effort in completing project.
C= Work is below standards in one or more required elements or is incomplete, but shows evidence of effort. Student must be able to document or describe effort to improve.
D= This grade will not be used. Passing grades are indicators of meeting standards through effort and skill, and are already covered by the “A”, “B”, and “C” categories.
F= Failure to complete work, lack of effort
As you can see, “B” is the standard grade earned for completing the projects to standards. This means that those more subjective ideas like “creativity” or “beauty” fall into the “A” category- exceeds standards. = or – grades can be used for projects or performances which fall between the descriptions.
GRADING PROCEDURES:
Using the standards and grades as defined above; students in my classes are involved in self-evaluation of their work. This process needs to be taught and reinforced. After all, most students have been taught by the system that they do the work and the teacher evaluates it. It takes students first encountering a read self-evaluation system a while to trust that they really will be responsible for assigning grades and to understand the need to keep records. As a general rule, I never change a student’s self-assigned grade without a conference with a student. Most teachers in a traditional system are surprised to find that I more frequently change grades upward than downward. If students work toward clear standards that they understand, I have found that they are usually very accurate and honest in assigning grades to their work. Students sometimes are “optimistic”, but when asked to show how they med or exceeded standards in a conference, they almost always select the grade which best describes their performance. Often, high achieving students are hesitant to assign an “A” for work that exceeds standards, and need to be show the ways in which it does.
Record keeping can become an issue with students. While I record all grades as assignments are completed, I require students to keep all grading sheets and turn them in at grading periods. Why? First, I wasn’t to reinforce the idea that students are evaluating their own performance, and therefore need to keep a record. Secondly, it provides me with a check on student grades and an easy way to examine progress or consistent problems with quality.
In general, the process of evaluation and grading works as follows:
- A project is assigned and the quality standards shared/ explained. In the case of beginning ceramics classes, these are put on a sheet covering the entire semester.
- -Students are instructed in the techniques required to meet the standards, through demonstration, lecture, reading and/or guided practice (studio time).
- Students complete the project and fill out a grading sheet. For ceramic projects, grades are assigned at greenware and glazed stages. When filling out the sheet, students assign themselves a grade based on the standards above.
- The student brings the completed project and grading sheet to the instructor. The project is examined, and if needed, specific standards are discussed. The instructor records the grade in a grade book and returns grading sheet to student. This is repeats at each stage for ceramics, mostly as “insurance” against breakage or loss.
- At each grading period (mid-term, quarter or semester), the grading standard for that period is shared with students. Students fill out a self-evaluation forms with the standards for that project printed on them, along with questions the students answer about their performance. Students then turn in the self-evaluations, along with grading sheets to the instructor.
- Formal grading conferences are held with each student to discuss the self-assigned grade. Final grades are then recorded.
A final word: I strongly believe that for evaluation to be useful (that is apart of learning), it must have the following qualities:
1. It should be understandable, no mysteries
2. It should be fair. Everyone works to the same set of standards.
3. It must be participatory- evaluation is something students do, not something that happens to them
4. It must be positive- the idea is to get better, not to get caught making mistakes. If these conditions are met, grading is both useful and pleasant, for both student and teacher.
I think the system I have described is a good start on all 4 qualities.