Assessing Student Learning
I use a variety of assessment techniques to judge how successfully my students are mastering various skills in art, art literacy, art history and art criticism. Frequently assessing student learning helps me make sure my students are on track to meeting the California State Standards in art. Frequent and diverse forms of assessment also helps me make sure all students are being challenged at an appropriate level, so that each student is able to achieve a sense of personal satisfaction and enthusiasm in the art-making process.
I assess student learning on a daily basis using informal assessment strategies of observing and speaking with students during guided practice, independent work time, and group activities, and questioning students during class and small group discussions. By frequently assessing student learning, I am also able to see what skills and concepts the majority of students have mastered, and determine which components of lessons need to be reviewed for the entire class. I also use these assessments to see which skills I need to review with individual students or small groups.
Contour Portrait, Alex Cabrillo, 10th grade
Each time I introduce a new technique in drawing or painting, I assign one or more short practice assignments (perspective practice) which each student must successfully complete before beginning work on a more extensive, summative art project (perspective final) that utilizes the technique. Requiring students to demonstrate mastery of basic skills before moving on to more in-depth projects ensures that students actually meet the learning goals for each unit, which are usually built upon in future units. This often requires breaking down skills into smaller and smaller steps. For example, in a unit on contour drawings (drawings that use one continuous line to identify contours, or edges, of complex forms), students must complete three “blind” contour drawings of their hand without looking at the paper or lifting their pencils. Students must then complete three contour drawings while looking at their hands, again without lifting their pencils or simplifying the form by drawing the symbol of a hand (rather than the details of what a hand actually looks like). Once students have successfully completed these drawings, they may go on to complete a longer, more challenging project in which they complete a contour portrait of famous person’s face.
The final art project for each unit is graded based on a rubric that clearly outlines each of the objectives of the assignment. Using rubrics to grade art projects is important because it communicates to students exactly what is expected of them for each project. Breaking art assignments up into clearly defined components shows students that they can earn an “A” by completing each component of the assignment, rather than receiving a subjective grade based on a “good” or “bad” art project. This makes projects seem more manageable, and encourages students who may have little confidence in their artistic abilities to put forth genuine effort to follow simple, step-by-step instructions, that help them complete each element of the assignment. When students genuinely attempt to follow these directions, they are much more likely to complete visually successful art projects, which increases their confidence in art.
Students practice self-assessment through class critiques, partner critiques, and written self-reflections of art assignments. In all critiques, students are encouraged to support each other by providing affirming comments and constructive feedback on each other’s work. I remind students that the purpose of critiques is to learn from each other’s artwork, and from each other’s insights. These critiques also help students become comfortable speaking and writing about their artwork, and reflecting on their individual growth in art.
Over the course of the school year(s), students compile portfolios of their completed art projects. These portfolios allow students to review their artistic growth over the course of the year, and save the work highest quality work which can later be included in scholarship competitions, college application portfolios, the Advanced Placement review, etc.
Click on the links below to view:
Observational Portrait Grading Rubric
Perspective Drawing Grading Rubric
Powerpoint Presentation Grading Rubric
Partner Critique Example
Over the course of the school year(s), students compile portfolios of their completed art projects. These portfolios allow students to review their artistic growth over the course of the year, and save the work highest quality work which can later be included in scholarship competitions, college application portfolios, the Advanced Placement review, etc.
Click on the links below to view:
Observational Portrait Grading Rubric
Perspective Drawing Grading Rubric
Powerpoint Presentation Grading Rubric
Partner Critique Example