Nancy Vogel, MA, NBCTWorld of Wonder School @ Residence Park K-8, Dayton

Public Schools Ohio Art Education Association Professional Development

Conference Thursday, Nov 10, 2:00-3:00 DCC 204

Friday Nov 11, 10:00-11:00 CP McKinley

How do you choose what is good?

Define Good…..

HOW DO YOU CHOOSE?Did you admire the author?Did you make a connection to the quote?Are you familiar with the context?Do you have a story you recognize?Are you inspired?Did your table partner want the quote?The quote you wanted was chosen before you

could choose? What makes you want to save and cherish it?

WHY RUBRICS?How do we assess?

How do we help students get better?

What is your story? Why are you an art teacher? What do you value about teaching art?

Story . Film example

Instruction

Do you measure process or skill development? How do your children know what you are measuring?

PROCESS SKILL DEVELOPMENT

Follow directions Technical use of materials: pencil/shading, paint/mixing, construction/stability, paper collage/cutting

On task participation Design and creativity

Ability to work with a group Artistic representation

Handling Art Materials Design elements and principals

What is a rubric?A rubric is a scoring tool for subjective

assessments.

Common Features of Rubrics Bernie Dodge and Nancy Pickett

•Measure a stated objective: performance, process, behavior, or quality•Use a range to rate performance•Contains specific performance characteristics arranged in levels.

Teachers need to know….

What does the finished product and/or process look like/sound like?

What would be indicators of success for us to observe?

What mistakes might be made?Do you anticipate, and are you prepared to scaffold

these concepts you know are difficult? What are the group interaction expectations?What are the “big ideas” you are trying to teach

and can students transfer this knowledge to another discipline?

Whose art is it? How can we get students to take ownership of their work and

work to make it better? Students have the opportunity to submit an “earlier” version

and get feedback to allow them to make revisions. Peer review and self evaluation are results of using a rubric.

Advantages of using a Rubric……..

Rubrics provide clear standards. Students know when they have been successful. Feedback is specific.

TIMING IS EVERYTHING WHEN you introduce a theme and a problem

to solve it is sometimes too soon in art. You want students not to think TOO MUCH…but come up with a personal solution . You don’t want their creativity to be influenced too much by outside expectations.

BUT WHEN students have worked on a problem for a class period and some are nearing completion, it is good to introduce the rubric so students are encouraged to STEP BACK AND LOOK AGAIN.

Data Driven Instruction

A RUBRIC CAN BE USED FOR BOTH?

SUMMATIVE ASSESSMENT FORMATIVE ASSESSMENT

ASSESSMENT OFLEARNING

ASSESSMENT FOR LEARNING

HOW MANY TIMES DO WE JUDGE THE “WHO” AND “BEHAVIOR”? Story Film sequence

PRESENTATION RUBRIC PROCESS SKILL DEVELOPMENT

Eye Contact /Elocution Subject knowledge

Followed directions Graphics

Cooperated with the group Organization - Mechanics

DRAWING RUBRIC visual representation

PROCESS PRODUCT

PRODUCT RUBRIC PROCESS SKILL DEVELOPMENT

On Time – participated with little distraction

Creative – Original ideas that are personal and specific to the individual. Their connection to the art.

Artistic- materials are skillfully mastered

Neatness –fill the space and use materials skillfully , “how” they will work together

Followed directions: What they will include in the artwork.

RUBISTAR- Project Specific rubrics

RubiStar.4teachers.org. (You don’t have to have an account.)

Create a rubric …look for the subject “art”I like to start from a rubric created and change it to

adapt to the focus of the specific project.If you make it “temporary” it is gone in 20 minutes,

permanent saves it to your account. Be sure to write your name at the top and zip code Save and review it and then …….Copy and paste to a word document to format to one

page (sometimes two to a page) Sometimes I had two columns to the right , one for the

student to self assess and one for me to assess. (If we agree, students earn an A on their rubric grade.)

CONSTRUCUTING A RUBRIC Headings: WOW Accelerated, Proficient, Basic,

and Below Basic (4 categories) It is best to start with Proficient and then

consider what would make the project above your expectations and what makes it below your expectations.

The lowest category shows no consideration was given to expectations.

Choose your categories based on your PROJECT FOCUS or PRODUCT FOCUS…THESE will change as the year progresses and your student’s expectations and yours grow together.

DON’T THINK TOO MUCH…..YOU CAN DO THIS IN 15 MINUTES.

Rubric Template Category 4

WOWAccelerated

3. Proficient

2. Basic

1Below Basic

Student Score

Technical Skill

Use of Materials

Creativity

Time on Task

Design Elements and/or Principals

 

Creating a Painting : POP art Shoes Teacher Name: Nancy Vogel Student Name:     ________________________________________

CATEGORY 4  WOW,  accelerated     3  Proficient  2 Basic  1 Below Basic  Score

Painting Skill

Application of paint is preplanned and done in a logical, sequential manner.

Paint is applied in a careful, logical manner. Colors remain sharp and texture is evident.

Control is somewhat lacking. Drips, ragged edges are evident..

Student needs to work on controlling paint and preplanning paint application

 

Use of materials

Student typically keeps painting materials and area clean and protected without reminders. Shows respect for others.

Student adequately cleans materials and work area at the end of the session without reminders. but disregards others.

Student adequately cleans and takes care of materials if reminded. Occasional spills and messy work area may be seen. .

Student deliberately misuses materials AND/OR does not adequately clean materials or area when reminded. Shows little respect for others.

 

Creativity Student has made the painting technique totally his/her own. The student\'s personality/voice comes through.

Student has taken the technique as a starting place. The student\'s personality comes through in parts of the painting.

Student has copied some painting from others and there is little evidence they have thought about the assignment.

Student has not made much attempt to think about the assignment.

 

Time/Effort Class time was used wisely. Much time and effort went into the planning and design.

Student could have put in more time and effort on thinking about the painting before they started.

Class time was not always used wisely, but student did work during the period

Class time was not used wisely .  

Color Choices

Student mixes tints, tones, and appropriate colors that enhances the idea being expressed.

Students mixed tints, tones, and appropriate colors for the idea being expressed. All parts of the page are painted.

Students mixed colors, however, they are NOT appropriate for the idea being expressed.

Students did not mix tints, tones, or colors. Parts of the page are blank

and colors chosen were not thoughtful.

PRIMARY RUBRICS AND GENERAL RUBRICS

“HOW CAN I MAKE MY ART BETTER” PRIMARY

STUDENT FEEDBACK

STUDENT FEEDBACK WITH COMMENTS

COMPREHENSIVE UNIT PLAN

RUBRIC SHARING :Goal is to create a media specific rubric that identifies the process and skills you would like students to reference with the intention of improving their art during the art making process . (Formative Assessment)

Write your name on the paper. Work with a partner and create a rubric that

is media specific: Collage, drawing, construction, clay building,

jewelry, book making. Painting, etc. Use the format provided and think about the

end product and the process and skills you would like to assess.

Don’t forget to add some specific details in the assessment blocks.

RUBRIC BANK Write your name on a manila folder and turn

in your rubric. If you have turned in a rubric you will get copies of all the rubrics created during the session to take home with you.

Pick up is Friday and/or Saturday morning at hospitality.

References David Silver , davidlota@yahoo.com,

powerpoint presentation on Formative Assessment and Rubrics

David Dodge and Nancy Pickett