{"id":464886,"date":"2024-12-18T05:00:40","date_gmt":"2024-12-18T11:00:40","guid":{"rendered":"https:\/\/theartofeducation.edu\/?p=464886"},"modified":"2024-12-02T13:14:09","modified_gmt":"2024-12-02T19:14:09","slug":"do-we-need-to-grade-everything-in-the-art-room","status":"publish","type":"post","link":"https:\/\/theartofeducation.edu\/2024\/12\/do-we-need-to-grade-everything-in-the-art-room\/","title":{"rendered":"Back to Basics: Do We Need to Grade Everything in the Art Room?"},"content":{"rendered":"

The stacks of artwork, bellringers, and artist statements pile up fast, and it can be challenging to keep up! You may have wondered,\u00a0Do I need to grade everything?<\/em> If you’ve asked yourself that question, you’re not alone! The good news is that there are several avenues to assess learning<\/a> in meaningful ways<\/a>. Let’s demystify assessment and determine if we need to grade everything in the art room.\u00a0<\/span><\/p>\n

What’s the difference between assessing and grading?<\/h2>\n

Both assessment and grading gather information about students’ knowledge and progress. Assessment provides insight into the skills, understanding, and creativity students demonstrate. Grading assigns a simplified score to complex learning. Both are extremely important in the art room for your students’ growth as artists and your growth as an art teacher.\u00a0<\/span><\/p>\n

\"coil<\/p>\n

What are your goals?<\/h2>\n

The first step in solid assessment practices is to determine your goals. What do you want your students to learn? Oftentimes, these goals are predetermined by national or state standards<\/a> or district scope and sequences<\/a>. You may also have your own goals you want students to achieve while they’re in your class. Whatever your goals are, ensure they are clear and specific. The goals should be about the skills and concepts students will learn and not just the finished product or how students behave.<\/p>\n

For example, in a clay unit, your learning goals may include:<\/strong><\/p>\n<\/p>\n

    \n
  1. Understand the importance of planning before creating.<\/li>\n
  2. Demonstrate the coil technique and use the slip-and-score method to build structurally sound pieces.<\/li>\n
  3. Explore 3D design principles through hands-on creation.<\/li>\n<\/ol>\n

    \n

    \"clay<\/p>\n

    What is the evidence of learning?<\/b><\/h2>\n

    Now that you have your goals, it’s time to make them measurable. For each goal, think about the evidence you’d need to see to know the students’ learned and achieved mastery. Students may need to turn in a final artwork, show their process, or articulate their choices.<\/p>\n

    Let’s tie the same clay goals to evidence of learning:<\/strong><\/p>\n<\/p>\n

      \n
    1. Understand the importance of planning before creating.<\/strong>
      \nSketchbook pages with three brainstorm thumbnail sketches, one detailed final sketch from three different angles, and a timeline of due dates for each clay stage.<\/li>\n
    2. Demonstrate the coil technique and use the slip-and-score method to build structurally sound pieces.<\/strong>
      \n8-inch sturdy ceramic coil vase with decorative coils and smooth areas.<\/li>\n
    3. Explore 3D design principles through hands-on creation.<\/strong>
      \n6×6 inch ceramic tile with a surface design that emphasizes one element and one principle of art.<\/li>\n<\/ol>\n

      \n

      \"clay<\/p>\n

      How will you let students respond?<\/b><\/h2>\n

      Student learning and assessment are not “one size fits all.” Each student artist is unique, with different learning styles and preferences. There are multiple ways to assess students and gather feedback and data on their learning. Offer students multiple ways to show their learning. Flexibility in assessment can make a massive difference in student engagement, communication, and final work.<\/p>\n

      Here are some ways to offer varied responses for a finished artwork:<\/strong><\/p>\n\n