In reflection of my previous page, which majorly consisted of assessment and evaluation, we begin to emerge into the details of how these processes work together, and what they consist of, or the qualifying factors teachers are meant to look for while judging a student’s work. These factors are known as criteria.
A criterion is the expression of the quality sought when someone is making a judgement. The criteria should come from the lesson objectives. However, they are not the lesson objectives restated. A criterion should instead explain the lesson objective, further defining what will be evaluated within the rubric. It must use academic language which will assist in the ability to make a supported judgement on the student’s work. Criteria can define a range of ideas the teacher is looking for within a project, such as technical knowledge, formal quality, or imagination and creativity.
In order to make effective qualitative judgement about student artwork, a teacher should create a rubric based upon the lesson objective and criteria that has been stated for the project. A rubric describes levels of performance that is expected and may be achieved based upon the criteria. These levels are typically fractions into three or five levels, which describe the lowest level of performance, middle levels of performance, as well as the highest level that may be achieved within a student’s work. The conceptual space between these levels should all be spaced equally, rather than inconsistent distance. These allotted levels should all describe evidence that should be seen within the qualities of the student’s work.
When analyzing student work, the topic of two different types of judgement is often discussed for the purpose of creating criterion. Those assessment forms are called analytic and holistic. When speaking in terms of analytic assessment, it is meant to be used to describe various degrees of quality. These qualities may be found and present in any student work, such as a portfolio, product, or performance. Analytic rubrics should describe each of the qualities very specifically, and separately. In contrast, holistic assessment does the opposite. Holistic rubrics are used when describing qualities in synthesis, and as a whole. The criteria are all in relation to one another, and are not judged separately.
Additionally, we need to discuss importance of bench-marking, and how it may be useful while assessing student work. Bench-marking is a very common practice among teachers. It is used to clarify the meaning of the rubric statements to the students. Each ‘benchmark piece’ should be selected due to its visual examples which exemplify the meaning that each level within the rubric has.
A criterion is the expression of the quality sought when someone is making a judgement. The criteria should come from the lesson objectives. However, they are not the lesson objectives restated. A criterion should instead explain the lesson objective, further defining what will be evaluated within the rubric. It must use academic language which will assist in the ability to make a supported judgement on the student’s work. Criteria can define a range of ideas the teacher is looking for within a project, such as technical knowledge, formal quality, or imagination and creativity.
In order to make effective qualitative judgement about student artwork, a teacher should create a rubric based upon the lesson objective and criteria that has been stated for the project. A rubric describes levels of performance that is expected and may be achieved based upon the criteria. These levels are typically fractions into three or five levels, which describe the lowest level of performance, middle levels of performance, as well as the highest level that may be achieved within a student’s work. The conceptual space between these levels should all be spaced equally, rather than inconsistent distance. These allotted levels should all describe evidence that should be seen within the qualities of the student’s work.
When analyzing student work, the topic of two different types of judgement is often discussed for the purpose of creating criterion. Those assessment forms are called analytic and holistic. When speaking in terms of analytic assessment, it is meant to be used to describe various degrees of quality. These qualities may be found and present in any student work, such as a portfolio, product, or performance. Analytic rubrics should describe each of the qualities very specifically, and separately. In contrast, holistic assessment does the opposite. Holistic rubrics are used when describing qualities in synthesis, and as a whole. The criteria are all in relation to one another, and are not judged separately.
Additionally, we need to discuss importance of bench-marking, and how it may be useful while assessing student work. Bench-marking is a very common practice among teachers. It is used to clarify the meaning of the rubric statements to the students. Each ‘benchmark piece’ should be selected due to its visual examples which exemplify the meaning that each level within the rubric has.
Sources:
Boughton, D (2004) Assessing Art Learning in Changing Contexts:
Boughton, D (2004) Assessing Art Learning in Changing Contexts: