Self-Assessment and Collaborative Assessment
Self-assessment occurs on a regular basis, both informally and with self-reflection writing.
Collaborative assessment includes peer coaching, group sharing, curating exhibits and conferencing with the teacher.
Students are coached to work with and through mistakes.
Students reflect on struggles and brainstorm alternate strategies to work through difficulties.
Students are given multiple opportunities to revisit media or techniques that were not successful for them at first.
Student coaches work with peers for problem solving and reflection on process.
Preparation for art exhibits involves writing artist statements to accompany work.
Major Project Portfolios:
Each major art project will be accompanied by a project learning portfolio where you will have the opportunity to provide evidence of what you are learning. A major life skill is being able to provide evidence to support your choices, opinions, and perspectives. Any employer will eventually hold you responsible for what you are asked to accomplish or do. The purpose of the learning portfolio is to give you the opportunity to choose your grade, to show what art skills you can master, and to explain why you are making the decisions you are making and to explore how artists create work, complete work, reflect on their work, present their work, and how they use experiences and culture as a foundation for their ideas.
Formal Project Rubric:
Project grades and other major grades are determined through he use of a standards-based grading rubric.
See example below: ( PROGRAM USED >> ForAllRubrics.com )
>>>Students sign up with a class code.
>>>>Student's emails are entered in the program.
>>>>>Parent emails are entered into the program.
>>>>>>When completed the rubric is emailed to the student and parent.
(Note: the rubric tracks proficiency in the National Visual Arts Standards (NAEA, 2015) (Common Core ELA), as well as (IOWA CORE).
See example below: ( PROGRAM USED >> ForAllRubrics.com )
>>>Students sign up with a class code.
>>>>Student's emails are entered in the program.
>>>>>Parent emails are entered into the program.
>>>>>>When completed the rubric is emailed to the student and parent.
(Note: the rubric tracks proficiency in the National Visual Arts Standards (NAEA, 2015) (Common Core ELA), as well as (IOWA CORE).
![](http://www.weebly.com/weebly/images/file_icons/image.png)
rubric_example.jpg | |
File Size: | 320 kb |
File Type: | jpg |
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
ceramics_visual_art_rubric_example_2016.pdf | |
File Size: | 39 kb |
File Type: |
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Peer Evaluations:
Peer evaluations are an important part of students development in the art room. Students should develop the ability to talk to one another about the world of art and through the use of art lingo. Students use the T.A.G. method of peer evaluation to learn how to positively critique peer work that is still in the progress of being completed.
See example below:
See example below:
Group Critique:
Students are engaged in small 'public speaking' engagements in the art room during whole group project critiques. Students are all asked to put their work on display and answer simple questions about their work (best aspect of their work, least favorite aspects of their work, and what they would change if they could redo it).