I think that it is extremely difficult to grade art in the classroom. Schools want to make sure that art is just as “important” as subjects such as math and English, so they make sure that their grading scales are the same. Art is subjective unlike math and English and there are no wrong answers in the art classroom. Who is to say what bad art is, and if one of their students is making bad art??
Assessment should be different for each student when it comes to making art. There are many different ways to approach art making, so why should we limit students? Student A might have a hard time approaching the problem two-dimensionally so why not let him work three-dimensionally. And of course after you let Student A work three-dimensionally there will always be a student who wants to make a diorama, or mobile, or even put on a performance piece. If that is how they enjoy tackling the problem and it is the most effective way for them, then why should we set limits?? Teaching is showing students different ways to tackles problems and they figure out how to piece the puzzle together. With that being said, it is extremely important for the teacher to show their students that there are different solutions to problems and that there are no right and wrong ways to solve that problem. Every student learns differently and has different interests so it is important to cater to those interests instead of having a set example that each student should follow.
Since each student should be assessed differently it is important to keep that assessment on a continuum. Each class session you should see how each student is progressing and if that progression is going towards their goal. Also due to different assessments for the students there will more than likely be different goals for the students. These goals can be for each class session, project or even semester. Keeping track of all of these goals, progression marks and assessment tools can be difficult, so keeping notes is important. I think one of the best ways in doing this is having each student keep a portfolio. This way the student and teacher are on the same page about what is expected and what is to come out of each project.
The continuous assessment should also apply to the teacher. It is just as important to assess the teacher as it is the students. What is working for that particular class?? Is it easier for them to participate in an activity or listen to a book on Monet? This assessment should be like a constant look-out for what is working and why. Trying to achieve a personal assessment can be difficult, so in order to keep up with your own assessment I think that a tool that can be used is a checklist. Make a checklist of what you are trying to achieve that hour, day, semester, etc. and what worked and what didn’t.
bribal Said:
on February 19, 2008 at 10:20 pm
I agree with you that it is just as important for the teacher to be engaged in continuous assessment. I think this is the only way we can really grow as teachers. I know now, as a very new teacher, I learn so many things about myself and my teaching style/ability every time I am in a teaching position (such as at Cook). While I do believe self assessment is something that should occur over the course of a teaching career, I can only imagine the amount of self assessment that must happen during the first couple years in the classroom. I also liked your idea of using a checklist. I think this would be a good way to organize what you wanted to achieve. I would also probably need to keep regular notes regarding daily/weekly observations about what works and what does not in the classroom. I sometimes find myself wishing I had written observations down more quickly, as I will forget details of a situation that I want to remember.