Assessment in the Visual Arts Part 3: Effort

As I've mentioned in my earlier posts, assessment in the visual arts isn't as clear cut as maybe it has seemed to be in the past. I've listed some pros and cons in assessing based on the criteria of neatness and creativity and use of art materials. Today, I'd like to touch base on Effort and other variables.

Effort is a more 'trackable' assessment tool, as we can see a student's progress throughout an implemented art project. I like to set 'daily goals' for my students, letting them know how much work they should be able to complete during the 45 minute art class. Sometimes the goals are simplified (project must be near 50% complete), and other times more specific (you must complete carving stage one and three cool color prints)...but in each case, it gives me a better 'visual' for how much effort is being expended during the class. It's not always 'clear-cut' as there are some students who need more individual attention, but by the same time I try to work with each student at least once as I walk thru my room. However, a negative attribute to tracking 'effort' is that sometimes 'effort' is confused with 'productivity'. Because a student who meets the daily goal, but does so in a way that shows little craftmanship, and no attention to detail surely should not be assessed equally as the student who does NOT meet the daily goal, yet shows a high level of craftmanship and attention to detail.

So, in turn effort becomes just as confusing as an assessment tool as neatness, creativity, and use of art materials. So...with all this confusion, how do art educators best 'grade' and 'assess' their students to ensure success in their art programs? I'd love to hear some comments, suggestions, and tools that you use. Please feel free to leave a comment. Let's get some discussion going!

-dug!

Assessment in the Visual Arts Part 2: Use of Art Materials

A few weeks ago I rambled at my dissatisfaction with assessment in the visual arts; specifically using neatness and creativity as benchmarks. Today, I'm going to point out some pros and cons of using "Use of Art Materials" as another criteria when grading and assessing visual art in your classroom.

When I evaluate student work based on how well they used the given art materials during a specific project there are a few things I try to keep in mind. The first is to keep 'neatness' out of the equation. If the painting is really messy because the student lacks the skill of using the materials, but DID use the materials as directed, should he/she be penalized for it??? Probably not. They should be assessed based upon them using the materials as directed. But then...what if the student did not use the materials as directed...but ended up with a better result? Should we dock points for use of art materials, while also awarding points for 'creativity', for thinking 'outside the box' with given directions? I mean...if there's a school subject that champions "thinking outside the box", it's the visual arts field.

You'll notice I ask quite a few questions, without really giving any clear answers. Basically...these are the questions that I'm dealing with, as an art educator. And I'm sure that there are others who are also dealing with these larger assessment questions. How do you 'grade' and/or 'assess' your students use of art materials? Do you have a way that works for you? For me...I'm in my ninth year of teaching, and I'm just wondering if there is another way to do things, which promotes more 'fairness' and success.

Post your thoughts and opinions and come back for Part 3: Effort next week!

-dug!