Rubric used for grading
This is the rubric that we used to asses where each student was at from the start of the semester and then again at the end of the semester. The rubric addresses all four of the state standards, observe and learn to comprehend, envision and critique to reflect, invent and discover to create, and relate and connect to transfer. It is set up in standards based grading scale using the 1-4 grades. Students were graded at the start of the semester and then again at the end of the semester. This way we could track the growth of each individual student and showed where they still need help focusing on.
Sketchbooks were given to the students on the first day of class and the students got to decorate the front of them with their names and however else they wanted to. We had the students use the sketch books everyday to work on some part of their project, normally ideation for the project or some form of documentation. This gives us a way to look at a students progress over the whole semester in one place and gives the students themselves a way to see their growth over the year. Each student got to take home and keep their sketch at the end of the semester and this is a great way for them to take their growth over the year and work forward with art more.
These are a few examples of the assessment tools that we used during our lessons. We used these as both ways to help ideation with the students and also as a formative assessment. Formative assessment happens during the lesson or unit and is a way for the teacher to find out where students are at in the learning while its happening instead of waiting till the end. The first sheet was from our last lesson, where the students created their very own storybook, and this sheet was to help them come up with ideas for their stories. But, it also was used for the teachers to see which students understood the idea of pieces of a story and also to see which students could write out their ideas. This gave us a clear image of who could write, who struggled, and which students could barely spell words. The second sheet was from our lesson on feelings. This also worked as both an ideation tool for students to use where generating ideas for what they would like their masks to llok like and a tool for us to see which students understood the basic concept of the lesson.