How do Schools Grade Art?

Art education is a multifaceted endeavor that requires a structured yet flexible approach to evaluation. Art teachers often create a rubric to guide the grading process, ensuring that the assessment remains transparent and fair. A good art teacher uses the rubric as a tool to enhance students' understanding of what they are being evaluated on, while a great teacher involves students in the process, encouraging them to meet the criteria in creative ways.

Common Categories in Art Grading

Common categories used in grading art projects in schools include:

Understanding and Application of Concepts: How well does the student grasp and apply the subject matter or concepts being taught? Skill and Technique: Is the student proficient in the technical skills required for the project? Use of Materials: How effectively does the student utilize the materials provided for the project? Effort and Participation: Does the student demonstrate enthusiasm and commitment to the project?

Depending on the age of the students and the specific goals of the class, additional categories may be included:

Behavior and Cleanliness in younger student classes Statement and Defense or Critical Analysis in older student classes Cultural Literacy and Media Literacy in some classes aiming for a broader educational impact

Grading Criteria in Different Class Settings

Grading systems can vary widely among different classes or even within the same class. For example:

In one art class, half the grade may be based on the student's work produced and the other half on its presentation and critique of other students' works. Another class might grade solely based on the work produced. Some classes focus on demonstrating an understanding of concepts, minimizing material waste, and maintaining a clean workspace.

The key is to ensure that the criteria for grading are clear and communicated to the students. Otherwise, grades can become subjective, influenced by the teacher's personal opinion of the student, or created after the fact.

Assessment and Objectives in Art Classes

In any artistic class, the teacher aims to plan with clear objectives in mind. A best-case scenario would involve defining:

What is the assignment? What is the purpose of the assignment? What are students to engage with, reinforce, or learn from it? What are students' works being assessed on?

This ensures that the evaluation process is grounded in clear, achievable goals.

Emphasizing Specific Skills or Processes

Art assignments can vary widely in their emphasis:

Building Specific Skills: For example, building a three-dimensional form using Rhino software. Emphasizing Processes: Completing five studies by a certain deadline. Broadening Knowledge Base: Requiring students to conceptualize a new way of working, such as painting on a non-traditional surface.

Each assignment should have a clear connection to the evaluation process, ensuring that the assessment is aligned with the learning objectives.

Avoiding Poorly Designed Assignments

A worse design involves telling students to do anything they want and then grading them without any criteria. This approach may result in students trying to please the teacher rather than finding their own voice. It also undermines the authenticity of the learning experience.

Tracking Development Over Time

Some teachers use a portfolio-based approach to assess development over a half-semester. In this method, certain aspects are taught and expected to be used by students, such as moving from outlining to focusing on shapes and values. This allows the teacher to evaluate and grade the student's growth chronologically.

There are many ways to approach art grading, but the key is to have a clear and transparent evaluation process that is linked to the learning objectives of the class.