Grading

Project Rubric 2015

Why did I get the grade I got?

(Answer with “always,” “usually,” “sometimes,” or “never”)

  1. I come to class prepared…
  2. I am seated and ready to listen when it is time to begin…
  3. I participate in class discussions and activities…
  4. I listen carefully to directions and follow them step by step…
  5. I ask questions when I do not understand something…
  6. I complete my art projects in the time I am given…
  7. My projects are original (I do not copy the teacher’s example or the work of my classmates)…
  8. My projects show my best effort and concentration…
  9. I make sure my project meets all of the project criteria…
  10. I handle tools and materials properly and safely…
  11. I put my name on my papers and projects…
  12. I think of creative ways to meet the criteria and my work is neat…

Quarterly grades are determined via a variety of assessment types, including written assignments, quizzes, participation in class activities and discussions, observation of student’s work in progress, as well as art projects.  Below is a rubric of how final art projects are assessed:

 

 

ART ASSESSMENT on REPORT CARD

The purpose of assessment in the art class includes:

  • Providing information to the students on the quality of their performance
  • Providing teachers with information on the results of their teaching in order to improve instruction
  • Identifying students with particular learning characteristics
  • Measuring mastery of content and skill at a particular time

Students come to the classroom with varying abilities and talents.  These abilities and talents should be realized to their fullest potential.  Assessment must focus on the amount of growth and progress the student makes.

Quarterly report card grades are determined via a variety of assessment types, including written assignments, quizzes, participation in class activities and discussions, observation of work in progress, as well as art projects.

“E”      Assessments, projects, and participation are consistently above and beyond expectations.

Offers or attempts to do more than what is asked

Ability to demonstrate most skills taught with little or no teacher assistance.Follows sequential instructions and shows a desire to do more or repeat procedures for better results.

Possesses and is able to transfer knowledge of skills to an art task.

 

“S”       Assessments, projects, and participation are consistently meeting expectations.

Shows progress when attempting activity.Explores, communicates, performs, recognizes, demonstrates or responds to activities being introduced or practiced in the classroom.

Follows sequential instructions.

Ability to demonstrate most skills taught with minimal teacher assistance.

May experience some degree of difficulty in transference of skills to an art task.

 

“N”      Assessments, projects, and participation are often below expectations.

Sometimes explores, communicates, performs, recognizes, demonstrates or responds to activities being introduced or practiced in the classroom.

Not able to consistently show recognition of prior activities.

Not always able to follow sequential directions.

Experiences difficulty in demonstrating skills taught with frequent teacher assistance.

Has difficulty in transference of skills to an art task.

 

“U”      Assessments, projects, and participation are consistently well below expectations.

Shows little or no recognition of prior activities.Does not explore, communicate, perform, recognize, demonstrate or respond to activities being introduced or practiced in the classroom.

Does not follow sequential directions.

Unable to demonstrate skills taught even with teacher assistance and/or modification of skills.

Incapable of transference of skills to an art task.