...with a versatile rubric for middle and high school art classes
Grading Artwork
In a perfect world, art would not be graded, or at least graded on a pass/fail basis. Grading the aesthetics of an artwork, how "nice" or "pretty" it is will cause nothing but headaches as you try to justify a grade to a parent or administrator.
The use of a rubric that addresses the key components you expect students to meet, is the better way to go and easier to justify if you need to. If students meet those expectations, that would earn a grade of a 90%. This is based on the idea that most students and parents want their children to earn "A's," and knowing that a "B" grade often elicits questions like, "What was wrong with it?" Those that exceed expectations would earn closer to 100% and those who miss expectations would earn a lower grade. Most will earn between 85% and 95%.
This may sound like it is weighted to heavily on the upper end, but if you factor in quizzes, tests, written assignments, missing work, etc., the grades moderate to a great degree.
This might be a breakdown for a high school art class:
The rubric you use should address the main components of the artwork to be assessed. Note that in this sample rubric attractiveness is not addressed, but may be a byproduct of doing well on the components. I joke with students that they do not need to be "an artist" to do well in my class. If they do a portrait and it looks like an alien pickle, if it is neat, complete, original, and they followed directions, they might still earn an "A."
The rubric is broken down into 5 parts so a grade can actually be assessed fairly quickly. The empty columns are for students to write in how they have exceeded expectations.
In a perfect world, art would not be graded, or at least graded on a pass/fail basis. Grading the aesthetics of an artwork, how "nice" or "pretty" it is will cause nothing but headaches as you try to justify a grade to a parent or administrator.
The use of a rubric that addresses the key components you expect students to meet, is the better way to go and easier to justify if you need to. If students meet those expectations, that would earn a grade of a 90%. This is based on the idea that most students and parents want their children to earn "A's," and knowing that a "B" grade often elicits questions like, "What was wrong with it?" Those that exceed expectations would earn closer to 100% and those who miss expectations would earn a lower grade. Most will earn between 85% and 95%.
This may sound like it is weighted to heavily on the upper end, but if you factor in quizzes, tests, written assignments, missing work, etc., the grades moderate to a great degree.
This might be a breakdown for a high school art class:
- Projects 50%
- Tests & Major Assessments 25%
- Quizzes & Minor Assessments 15%
- Homework, Note Checks & Daily Participation 10%
- 70% Project Work
- 30% Written Work
- 30% Planning
- 50% Creating
- 20% Reflection (Critique)
The rubric you use should address the main components of the artwork to be assessed. Note that in this sample rubric attractiveness is not addressed, but may be a byproduct of doing well on the components. I joke with students that they do not need to be "an artist" to do well in my class. If they do a portrait and it looks like an alien pickle, if it is neat, complete, original, and they followed directions, they might still earn an "A."
The rubric is broken down into 5 parts so a grade can actually be assessed fairly quickly. The empty columns are for students to write in how they have exceeded expectations.
Project Requirements: Did they include the elements and principles that you required in your introduction and directions? To what degree? Were all the required items included? (Like showing 3 shading techniques, or complimentary color blends...)
Material Care & Completeness: Does the actual paper used look cared for or ripped, smudged, or wrinkled. Regardless of "quality," does it appear finished or are there incomplete areas?
Time & Management: Did they rush to finish early or stay focused on the task. If they finished early, did they do a second independent artwork to remain on task? CLICK HERE to see how I "grade" participation.
Detail, Complexity, & Craftsmanship: Did they dig deep into the media, perhaps experimenting a bit or take an interesting tangent with the assignment? This is where the actual technical art-making skill is being assessed.
Original, Personal, & Unique: Is the work personal? Is it topical or did they dig deep? Is it derivative or unique?
These 5 parts may be a good way to assess many art projects, but some projects may require special rubrics. If you did a puppetry unit and incorporated a performance component, that might need a separate rubric or be included in a unique rubric you create for that project.
Consider giving progress grades for incomplete work. If a project is due and is incomplete, assess the percentage that is complete. For example, a half-done artwork could be reasonably assessed 50%. The student can continue to work on the assignment on their own and return it for a final grade.
Before it leaves the room, have the student photograph it as evidence of how it looked, have them sign out supplies to use on their own. Remind them that it must be in before grades are finalized. Add a note into the grading program and email the parent alerting them to the issue. There are many arguments for reducing grades for lateness, but on whole, it is not helpful. Some students may genuinely need more time for detail, or just work slowly. Reducing the grade for lateness when instead it can address in the rubric for "timeliness" or in the grade for participation may be enough. Punishing a student through their grades is poor practice.
If you find that many students are running behind, it may be an indication that the assignment was too challenging for the time allotted. Knowing how much time a project will take will come with experience. What takes a teacher 30 minutes to complete may take students about 90 minutes.
This rubric can be downloaded and used, but please do not remove the authorship line.
Material Care & Completeness: Does the actual paper used look cared for or ripped, smudged, or wrinkled. Regardless of "quality," does it appear finished or are there incomplete areas?
Time & Management: Did they rush to finish early or stay focused on the task. If they finished early, did they do a second independent artwork to remain on task? CLICK HERE to see how I "grade" participation.
Detail, Complexity, & Craftsmanship: Did they dig deep into the media, perhaps experimenting a bit or take an interesting tangent with the assignment? This is where the actual technical art-making skill is being assessed.
Original, Personal, & Unique: Is the work personal? Is it topical or did they dig deep? Is it derivative or unique?
These 5 parts may be a good way to assess many art projects, but some projects may require special rubrics. If you did a puppetry unit and incorporated a performance component, that might need a separate rubric or be included in a unique rubric you create for that project.
Consider giving progress grades for incomplete work. If a project is due and is incomplete, assess the percentage that is complete. For example, a half-done artwork could be reasonably assessed 50%. The student can continue to work on the assignment on their own and return it for a final grade.
Before it leaves the room, have the student photograph it as evidence of how it looked, have them sign out supplies to use on their own. Remind them that it must be in before grades are finalized. Add a note into the grading program and email the parent alerting them to the issue. There are many arguments for reducing grades for lateness, but on whole, it is not helpful. Some students may genuinely need more time for detail, or just work slowly. Reducing the grade for lateness when instead it can address in the rubric for "timeliness" or in the grade for participation may be enough. Punishing a student through their grades is poor practice.
If you find that many students are running behind, it may be an indication that the assignment was too challenging for the time allotted. Knowing how much time a project will take will come with experience. What takes a teacher 30 minutes to complete may take students about 90 minutes.
This rubric can be downloaded and used, but please do not remove the authorship line.
| Universal Rubric by ArtEdGuru |
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