Grading is something I’ve always hated. How can teachers be asked to determine what’s meaningful about a child’s academic journey, then rate it and rank it? Of course, the realities of teaching dictate that all teachers are asked to do just this, daily. Grades, in theory, should capture what a student knows and can do and communicate that information to interested parties. The reality of grading often falls quite short of this ideal and frequently serves much less noble purposes. All too often we use grades to encourage compliance. We use grades to punish, taking off points when work is late or when students’ leave off their names or, god forbid, vear from our project’s intended direction. Because we have to quantify our teaching, we base grades on arbitrary requirements, defining what “good” application of technique looks like, when the one thing that art history tell us is that “good” is a moving target that’s always in flux. Grading like this seems at best a waste of time and at worst lacking the moral compass that should govern our interactions with children. Instead, we need to develop grading systems that reflect our values as educators. What are those values? I'll start with my goals: I want students who make decisions instead of following the steps I sent. I want students who experiment, take risks and grow into independent artists.
For me, a grading system that reflects these goals and values looks like, in part giving students a weekly grade that reinforces their use of the Artistic Thinking Process as they create original art during class. I've been capturing grades like this, along with grades at the end of units and a final portfolio grade the the end of the course, for a year at this point. I've found that grading this way aligns with my value system and reinforces the artistic behaviors I want to foster in my students.
5 Comments
Julie
5/29/2017 12:05:22 pm
Thank you so much for giving me your insight on grades. I feel much the same way. I have always struggled with assigning a numerical value to a student's product. If the Impressionists had been "graded" based on the the art of the times, they would have "failed". So would Picasso or Dali or many others. I just want students to put forth effort on a project rather that the shotty workmanship I get from the kids that don't want to be there.
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I too find grading art becomes more about quantitative assessment rather that qualitative. My students want to know how many pieces of reference they are required to have. When I give instruction the student follows exactly what is written on the project sheet, and then expect an A. I have found that showing samples of excellent work, good work and average works helps them visualize the subjective component to the assignment.
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Pam
6/17/2017 07:15:46 am
Can you walk us through an example of what this looks like as a weekly assignment? In addition to turning in a sketch or painting or whatever it is, do students also conference with you about their process, or submit something in writing?
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Jennefer Doll
9/24/2017 06:39:20 am
Do you think that it's to late for introducing this ATP ?
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Patti
10/17/2017 05:34:02 am
I agree with your thoughts on grading, and seem to change my system every year trying to find what feels best for me and my students. Could you give more explanation about your grading scale for ATP, and how your other grades are incorporated into the overall grade?
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Mrs. PurteeI'm interested in creating a student student centered space for my high school students through choice and abundant opportunity for self expression. I'm also a writer for SchoolArts co-author of The Open Art Room. Archives
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