|
|
|
Contributed by AECadmin
|
Evaluations and Assessment: Student-directed Rubrics for a variety of Art Projects, 6-12 (to be used for self-assessments)
Name___________________________________________
Rubric for Grading Art Project
Directions:
Put a numerical grade after each of the questions, based on the criteria described.
1) Originality/Creativity
5 – Well executed, good value throughout, realistic renderings, good proportions, made connections to previous knowledge; demonstrated a thorough understanding of problem-solving skills.
4 - original and creative, but not as good as a 5; solved the problem in a logical way.
3 -some original thoughts and somewhat expressive, but it lacks overall individuality.
2 - seldom original, not really expressive, no real evidence of trying anything unusual
1 - no original ideas, no evidence of original thought.
2) Used the Elements of Design: Line, Texture, Color, Shape/Form, Value, Space and the Principles of Design: Repetitions, Balance, Emphasis, Contrast, Unity
5 – Planned carefully, used space effectively, and showed an awareness of the elements and principles of design.
4 – The artwork shows that the student applied the principles of design while using one or more elements effectively, showed an awareness of filling the space adequately.
3 – The student did the assignment adequately, yet it shows little evidence that the concept was processed and planned adequately.
2 – The assignment was turned in, but shows little evidence of any understanding of the elements and principles of design; no evidence of planning.
1 – The student did only the very minimum or the artwork was never completed.
3) Effort/Perseverance
5 – worked hard every class, and worked outside of class
4 – worked hard in class, but didn’t work on work outside of class
3 – worked in class, but engaged in outside conversations which were a distraction
2 - spent more time socializing than working
1 - didn’t complete the work or stay on task because of absences/distractions/socializing
4) Growth
5 – the work shows a great deal of thought, skill and expressiveness
4 – the work shows thought, skills and expressiveness
3 - the work shows some thought, some skills and some expressiveness, but could be a lot better
2 - the work doesn’t show much thought, skills or expressiveness
1 – the work shows no thought, skills or expressiveness
5) Care and Time Management
5 – The student completed the assignment and budgeted his/her time well, work quality consistent
4 - The student completed the assignment but rushed at the end and it shows a little bit
3 - The student completed the assignment but REALLY rushed to finish and grew careless at the end
2 - The student barely completed the assignment and the work looks careless
1 - The student didn’t complete the assignment and/or the work looks really careless throughout
6) Attitude, including attendance
5 – very helpful, positive and considerate; never misses class and takes total responsibility for any work missed
4 – helpful, positive and considerate, sometimes misses, but still makes up work
3 – not too helpful; only fairly positive and considerate, making up work in question
2 – not very helpful or cooperative; often misses, sometimes tries to make up work missed
1 – uninvolved; many absences during grading period; feels no responsibility to make up work missed.
7) Conceptual Chronology – documentation of thought and process
5 – really interesting and detailed, quite thorough and revealing
4 – interesting, and detailed, but not as lengthy as a 5
3 – pretty straight forward, not too revealing
2 - pretty short and not too interesting, not really revealing
1 - down right boring and not revealing at all
|
|
|
|
Lesson Plans