Rubrics and Feedback

It has taken me a long time to figure out how I want to assess and grade my students.  I had to evaluate what I thought was most important.  I started out with rubrics based on the ones given to me when I was student teaching.

They looked like this:

Assessment Rubric
Name:				Period:
Assignment: Collage in the Style of Keith Grace				Date:
Circle the number in pencil that best shows how well you feel that you completed that criterion for the assignment.	Excellent	Good	Average		Needs Improvement	Rate Yourself	Teacher Rating
Criteria 1- Preparation: · Completed at least five preliminary drawings in sketchbook. · Participated in class discussions.	10-8	7-5	4-3		2-1
Criteria 2- Effort: · Took time to develop idea and project (didn’t rush) · Was willingness to work through difficult areas · Properly cleaned-up/stored materials · Energy and focus went toward your project	10-8	7-5	4-3		2-1
Criteria 3- Craftsmanship: · Neat, clean, and complete · Skillfully used art tools and media · Effectively used of space · Produced a work of art in the style of Keith Grace	10-8	7-5	4-3		2-1
Criteria 4- Assessment: · Incorporated at least five different media into your piece · Actively participated in critique · Completed the self-evaluation and response thoughtfully and honestly	10-8	7-5	4-3		2-1
Total:

What's wrong with this you ask?  It provides no reason why I am rating them the way I am.  It doesn't tell them what was expected.  What is "excellent" vs. "good"?  (Plus, someone who is rated "excellent" could still end up with an 80%.  Would you give "excellent" work a C?  (I don't realize that until later.)

So I switch to this style:

Pun and Ink Rubric
		Advanced 9-10	Proficient 7-8	Novice 4-6	Needs Improvement 1-3
Composition	Arrangement of objects makes excellent use of the space. Whole drawing moves the eye from one object to another.		Arrangement of objects makes good use of space. Some movement from object to object, but could have been further developed.	Need more attention to composition, arrangement does not easily lead eye from object to object.	Arrangement is uninteresting. The eye does not flow to any other parts of the drawing, jumps or parts are distracting.
Theme	The theme of the student’s pun is clear, well-illustrated and original.		The theme of the student’s pun is illustrated and mostly original.	The theme of the student’s pun is somewhat illustrated and/or not very original.	The theme of the student’s pun is not illustrated.  The drawing does not relate to the pun.
Value and Texture	Student chose a light source and effectively showed it.  Work displays many methods for showing texture/ value (hatching, cross hatching, stippling)		Student chose a light source and somewhat effectively showed a variety of values. Work displays some methods for showing texture/ value.	Student's choice of light source was not clear.  Shows little change in texture or value.	Student's choice of light source was not found.  Shows no change in texture or value.
Technique	Materials were used properly and neatly. No stray marks or smudges are evident.		Materials were almost always used properly and neatly. Few stray marks or smudges are evident.	Materials were often used inappropriately. Many stray marks or smudges are evident.	Materials were not used properly or neatly. Many stray marks or smudges are evident.
Craftsmanship	The artwork was patiently done with time spent on details. It was done neatly and well planned out.		The artwork was done well, but lacked the finishing touches. Almost all of the project was put together neatly.	The student showed average craftsmanship. More attention should have been paid to details, neatness and planning.	The student showed below average craftsmanship, lack of pride in finished work.
Effort and Clean Up	Used ALL time wisely, had a good attitude the entire time, tried as hard as they could. Student cleaned up all supplies appropriately and on time each period.		Used MOST time wisely, had a good attitude most of the time, stayed on task. Student cleaned up most of the supplies appropriately and usually right away each period.	Was reminded often to stay on task and put forth little effort. Did not put the time and effort into the project that was needed. Student did not often clean up supplies appropriately and/or on time each period.	Attitude and effort needs improvement. Put little effort into the assignment. Student did not clean up supplies appropriately and/or on time each period.
Total:

I liked this one.  I rated them, it basically tells them why.  The problem was I felt like I was punishing them for being a "novice".  You fail just because you are learning the skill still?  Isn't "novice" where most of my beginning students would be?  I figure, the first column should get an "A", the second a "B", and so on.

Onto the next version:

Coil Pot Rubric
	Advanced 9-10 A	Proficient 7-8 B	Novice 5-6 C	Needs Improvement 1-4 D/F
Composition	Pot is interesting from all angles, great use of line and space, effective 3-D design.  Interesting and dynamic shape.	Satisfying use of line and space, could develop more intrigue with better 3-D design.	More development with line and space, needs more coiling practice. Shape is too simple, lacks complexity.	Line and space unrelated to pot construction and design, unbalanced, unresolved, or incomplete design.
Design Choice	Vessel is 8 inches tall and successfully incorporates 3 different types of coiling techniques.	Vessel is 8 inches tall and incorporates 3 different types of coiling techniques but vessel in slightly awkward where coils transition.	Vessel is not 8 inches tall or does not incorporate 3 different coiling techniques.  Transition areas are awkward and don’t fit together.	Vessel is not 8 inches tall and there are not 3 different coiling techniques used.
Creativity	Pot is intriguing and unique.  Design is well planned and crafted.	Fairly original design, interesting layout and manipulation of the clay.	Design shows understanding of coil pot construction.  Not much originality.	Obvious construction issues, lacking detail, unoriginal, incomplete design.
Glaze Use	Used 3 flowing coats, no missed or thin areas, applied glaze carefully to avoid unwanted bleeding.	Used 3 coats, but may have been sloppy with application.  Some missed areas or thin areas.  Some bleeding of colors.	Slow down and apply glaze with care and patience.  Sloppy application led to missed areas.	Inconsistent application of glaze.  Very rushed, lots of missed, thin areas.  Glaze bleeds into other areas.
Work Process	Pot completed on time, strong personal interest and independent drive, went above expectations.	Pot completed on time, met expectations, some independence and drive exhibited.	Pot completed on time, could have used time in class more wisely or spent some time outside of class, meets most expectations.	Pot turned in late or missed a firing. Inconsistent effort, needs constant prompting and motivation. Pot did not meet size requirement.
Craftsmanship	Pot is well constructed, sturdy, no loose clay or cracked coils.  Pot is level and symmetrical.	Pot is adequately constructed, coils are neatly stacked, minimal cracking.  Some issues with symmetry or pot is leaning slightly.	Satisfying construction, could have taken more time on neatness, some cracking or joining issues. Lacks symmetry.	Sloppy construction, coils not attached well, lots of cracking, pot is not sturdy.
Effort and Clean Up	Went above expectations, stayed on task and worked independently.	Met expectations, stayed on task and worked fairly independently.	Needs prompting to stay on task, works some-what independently.	Off task most of the time, constant prompting, work below expectations.
Total:

But how do I figure out what percentage to put in the grade book?  I created this chart to help me:

The new rubric and grading scale have served me well for the past year.  I did tweak the rubric one more time for this semester.  I included a back for student response.  Why?  I want to know more about what they thought of the process.  Why they chose to do their project the way they did.  I also want to know how they thought they did.  It's good for them to think about these aspects of their art.  I also make sure to hand out the rubric at the beginning of the project so they know what I expect from them.

Mixed Media Painting Rubric
	Advanced 9-10 A	Proficient 7-8 B	Novice 5-6 C	Needs Improvement 1-4 D/F	You	Skeen
Composition	The composition includes all three parts. Colors work well together. Texture/ line quality/ images contribute to the unity of the project.	The composition does not include all three parts.  The student used some colors that worked well together, and they worked hard to use texture to help them express their ideas, but there are gaps in the work that keep the viewer’s eye stuck in one spot. More media was needed.	The composition does not include all three parts. Colors did not suite composition as well as they should of. No texture was created, or line quality was considered. Media choices did not help the overall project.	Colors did not suite composition. Student did not give time and effort to create texture. Composition had no planning at all. Composition had no consideration to overall piece.
Message	Student’s message was clear and well thought out.  The quote pops out from the page.	The student’s message was fairly clear and thought out.  The quote was clearly stated on the page.	The student wrote their message but the quote is somewhat lost on the page.	The quote blends into the background or the words are placed to where the message is lost or hard to read.
Creativity	The artwork demonstrates original personal expression and outstanding problem solving skills. Artwork includes many different media.	The artwork demonstrates some personal expression and logical problem solving skills. Artwork includes some different media.	The artwork demonstrates an average amount of personal expression. Artwork includes some media but needs more variation for it to truly be a mixed media work.	The artwork demonstrates little personal expression and problem solving skills. More media is needed.
Unity	Artwork all comes together in harmony. Colors, textures, line, all work together. Composition has asymmetry, diagonal, and thirds that properly work on page.	Artwork does have very strong areas that stand out in their excellence. However, there are other areas that do not work in the art. Instead they are a distraction to the overall piece. These areas were talked about in critique.	The work has random areas that do not connect to the rest of the painting. Student has areas that need more attention and detail in order to contribute to the overall unity of the piece.	Students work has no direction. It is sloppily created with little consideration to composition. There is no theme, idea, or anything of substance present in student's work.
Craftsmanship	The artwork shows outstanding craftsmanship, with clear attention to detail.	The artwork shows good craftsmanship, with some attention to detail.	The artwork shows average craftsmanship and attention to detail.	The artwork shows below average to poor craftsmanship and little attention to detail.
Effort and Clean Up	The student put forth extraordinary effort to complete the project well as possible; used class time extremely well.	The student put forth the effort required to complete the project well; used class time well.	The student put forth the effort required to finish the project; used class time adequately.	The student put forth no effort or the project was not completed; class time was not used well.
Total:

On the back they must answer questions about the project.

1. What were the best and most difficult aspects of this project?  Explain in DETAIL! 
2. Why did you choose the quote you did?  Explain in DETAIL.  How does it relate to you? 
3. According to the rubric on the back of this sheet, what grade do you deserve?  Why do you deserve this grade?

I deserve _________ out of 60 points.  Here’s why:

I have also decided to keep their rubrics and photos of their projects in a file for them.  Since we began looking at our standards and how we assess them, I thought it would be important to keep track of their progress.  I also want to see how they grow semester to semester and year to year.  If we end up moving to standards-based grading, I'll pretty much be good to go!


Is this the final product?  No.  I still feel like I need to be more specific about why they got the ranking that they did.  I am in the process of creating a conference document to include in their folder.  Will we formally conference about every project, not likely.  But, it's a process after all.