Art assessment can be tricky because there is no right or wrong answer when it comes to art-making. Scoring vocabulary and historical facts are easy, but when it comes to having to give a student a grade on a painting he or she has spend time creating, it is difficult to know where to begin. Throughout my reading and studies regarding art assessment, I have found that there are multiple ways to grade art projects. I highlight a few of the ways I can assess my students' work below.
Performance-Based
This involved grading an art project based on watching the student work over hours, days, and weeks. This isn't an assessment on skill entirely, but also includes effort, following guidelines, and implementing art technique. This means that I will look at the student's effort, look to see if they objectively followed the guidelines of the project, assess their attempt as using the taught art technique, and finally the overall skill. Each rubric for the performance-based assessment will look different depending on the project.
This involved grading an art project based on watching the student work over hours, days, and weeks. This isn't an assessment on skill entirely, but also includes effort, following guidelines, and implementing art technique. This means that I will look at the student's effort, look to see if they objectively followed the guidelines of the project, assess their attempt as using the taught art technique, and finally the overall skill. Each rubric for the performance-based assessment will look different depending on the project.
Competency Based
This kind of assessment is a bit like performance-based, however it is individual-focused. I would call this form of assessment "Goal-Based" because it would involved students setting a goal for themselves based on learning objectives and making it specific for them and their abilities. This also involves my approval of the goal so I can set higher goals for some and more obtainable goals for others. This kind of assessment is also performance-based but calls for more student thought and reflection.
This kind of assessment is a bit like performance-based, however it is individual-focused. I would call this form of assessment "Goal-Based" because it would involved students setting a goal for themselves based on learning objectives and making it specific for them and their abilities. This also involves my approval of the goal so I can set higher goals for some and more obtainable goals for others. This kind of assessment is also performance-based but calls for more student thought and reflection.
Rubrics
This kind of assessment is self-explanatory and the most objective. Likely there will always be a rubric for each project. The attached rubric will be used for most if not all art projects with some variation depending on the commands of the project itself.
This kind of assessment is self-explanatory and the most objective. Likely there will always be a rubric for each project. The attached rubric will be used for most if not all art projects with some variation depending on the commands of the project itself.
Formula For Success | |
File Size: | 21 kb |
File Type: |
Portfolios
This is a kind of performance based assessment that asks the students to keep all their work for the end of a quarter/semester. Generally student compile a certain number of their favorite works of art and one of their worst works of art. This asks for students to look at their work and assess themselves and generally includes a writing portion where the stduents reflect on why some artwork made it in and others didn't. This also allows me to see improvement. It is summative and reflective.
This is a kind of performance based assessment that asks the students to keep all their work for the end of a quarter/semester. Generally student compile a certain number of their favorite works of art and one of their worst works of art. This asks for students to look at their work and assess themselves and generally includes a writing portion where the stduents reflect on why some artwork made it in and others didn't. This also allows me to see improvement. It is summative and reflective.
Formative
I will assess students' work as they go both verbally and in writing on art projects and on EDU. This kind of assessment is not final but rathe serves to help inform the students of ways they can improve and helps me to see gaps in my instruction.
I will assess students' work as they go both verbally and in writing on art projects and on EDU. This kind of assessment is not final but rathe serves to help inform the students of ways they can improve and helps me to see gaps in my instruction.