Embedded Files
KS5: Principles, purposes, and design of assessments in the visual arts, including the current concepts and mandates.
Calculating Success- Rubric Webinar.pdfEvidence 1: Webinar certificate for: Calculating Success: Writing and Using Rubrics in the Art Room.
Description: I participated in an online webinar entitled Calculating Success: Writing and Using Rubrics in the Art Room presented by the National Art Education Association.
Analysis: This webinar proved to be a helpful step in my journey to prepare myself as an art educator. I have been given rubrics as a graduate student to follow myself, and I have been shown rubrics that my mentor teachers use in their classrooms, but this webinar clarified questions I had around creating and using rubrics myself. My main take aways from this webinar were: 1) Rubrics can (and should) be used at the beginning, middle, and end of a lesson, 2) Having knowledge of the Studio Habits of Mind is highly beneficial when creating rubrics for specific lessons or units, 3) Rubrics should reflect a wide range of expectations and capabilities, and 4) Students should have an active role in evaluating their role as student artist. When well-designed, it works. Students will be able to understand expectations. will be able to use criterion descriptors as a thinking tool.
When students are given the rubric at the start of a lesson, they understand the expectations and can begin to plan their own educational goals. Doing so supports the goal of Self Regulated Learning (SRL) and gives students the chance to have a say in their educational experience and if done regularly, students become accustomed to how to read the format of your rubrics.
Using the Studio Habits of Mind makes creating rubrics easier. It helps us, as educators, put focus on the learning outcomes from the lesson. According to this webinar, many educators confuse the assigned task with learning outcome.
The highest level on the rubric should not reflect the basic involvement and expectation of students, but rather reflect what a student would achieve if going above and beyond completing the tasks stated in the lesson. Dedicated and advanced students will rely on the rubric to stretch classroom norms, and this is normally only 5-10% of student the population. It is OK if the majority of students fall in the middle of the rubric if they are constantly encouraged to strive for more.
Students should have a clear message about how to do well in a class. It is only fair that the rubric be shared with them from the start of the lesson or unit and that they have the opportunity to ask questions about anything included in the rubric of which they are unsure.
Lastly, including students in the evaluation process also aides the educator in evaluating all of the students they may see in a week, which in many cases, are hundreds of students. This is a lot for one educator!
Evidence 2: Responding Assessment
Description: This is an assessment form I created for students grades 5-12 to respond to artists' work, or to classmates' artwork.
Analysis: One way to bring Responding (from the National Core Arts Standards) into the art classroom is to give students the opportunity to view, reflect upon, and respond to art! This can be done in many ways but this is one way for students to work independently on responding to artwork. This particular assessment is two-sided, so that students are looking at two pieces of artwork, but this could be adapted in many ways, including asking students to respond to more than two works, or to compare two similar works.
Responding Assessment.pdfGoogle Sites
Report abuse