How
does the teacher grade artwork properly? The summative assessment must be fair
or it will not be valid.
Assessing
artwork objectively may seem impossible, but a fair system of conducting the
final assessment of any art course can be done. This involves using the same criteria
from which to judge all art students’ creations.
The Criteria to Pass an
Art Course
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| Making Art Marking Fair |
At
the beginning of the art module, the teacher may provide a brief for each
student. Not only should this outline the theme or topic of the art course, but
also the requirements to pass, get a merit or a distinction. Each criterion
should be clearly outlined and the final work measured only against these
criteria. Below is an example of the requirements to pass a single painting
module.
A
creative diary evidencing self-evaluation. This might be in the form of a
reflective log of the student’s aims, problems encountered and how solutions
were found during the creative process. The log should be 500 words or longer.
2
pieces of experimental and/or developmental work.
1000
word assignment as outlined on the project brief.
The
final artwork.
Evidence
must be shown in creative use of materials, competent use of mediums and
research work.
Guide for Art Teachers
in Writing Course Objectives
Determining
the criteria to pass a course is very similar to writing objectives for a
painting class, as both must be clearly set out. The mnemonic SMART serves as a
useful guide. SMART objectives stand for specific, measurable, attainable,
realistic and time-bound. This means that each criterion should reflect the
level of the course, be realistic under the time and resources available and
can easily be measured. Such matters such as more than 20% absences from art
classes or late submission of work (which should be set out on the brief) will
impact upon the final marking.
How Not to Assess Art
Work
The
art teacher must not assess students’ work against anything not stated, for
example, marks should not be deducted from a written assignment if the views
expressed by the student are controversial. As stated on the brief, evidence of
research, a thorough bibliography, fewer than 5% typos and grammatical errors,
neat presentation, evidence of logical thought and at least the required word
count should be used as a yardstick instead.
Differentiation in Art
Class
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| How to Grade Artwork |
Special
needs students, such as those with an individual learning plan may be given
grace to submit work late or be given extra time to catch up with good reason.
With such a concrete agreement set out, the student concerned should not be penalized
so long as the work has been submitted as set out in the ILP.
Issues
that persist, such as incomplete coursework without good reason, will award a
fail. However, the teacher must handle such situations with sensitivity and
decorum and give the student concerned prior warning and a chance to put the
issue right.
How to Make an Art
Assessment Fair
Conducting
an assessment of artwork should never be subjective, in that any two art
teachers should agree what the final marking will be. The measuring tool should
be unequivocal assessment criteria. Creative use of mediums, a written
assignment of a particular word count as well as a complete portfolio as set
out in the project brief should award a student a pass. Additional issues such
as lateness, absences or missing work should be made cautionary to students in
that they may detrimentally affect the final marking. Of course, the brief
should set out such criteria fully and clearly. Students work should be judged
only against the stated criteria as set out, but students with special needs
may be granted extra time or resources if agreed.
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