Artist's Statement Rubric
This artifact comes from my lesson on writing artist's statements, taught to a mixture of students grades 9-12. Each of my students had to write a personal artist's statement on a piece of his or her art.
The students in my class had never done a writing assignment in art, so I had to be especially clear about what my expectations were and how students would be graded. I created a rubric fr the assignment. Each student received a copy to help them understand the criteria of the assignment. Each of five categories was graded on a twenty-point scale, with detailed descriptions of poor to excellent work. I chose to scale each column by five points, allowing flexibility for instances when work did not fully fit one category. This precaution demonstrates my knowledge of effective rubrics and my anticipation of problems I might encounter. The rubric also benefited my assessments because it provided a way to objectively grade each piece of writing.
The use of a rubric in this lesson benefited my teaching and the students' learning, and is evidence of my ability to Design Student Assessments (1f) with clear criteria and standards in congruence with learning outcomes. As part of Danielson's Domain #1: Planning and Preparation, it is necessary to be skilled in designing student assessments that support instruction.
The students in my class had never done a writing assignment in art, so I had to be especially clear about what my expectations were and how students would be graded. I created a rubric fr the assignment. Each student received a copy to help them understand the criteria of the assignment. Each of five categories was graded on a twenty-point scale, with detailed descriptions of poor to excellent work. I chose to scale each column by five points, allowing flexibility for instances when work did not fully fit one category. This precaution demonstrates my knowledge of effective rubrics and my anticipation of problems I might encounter. The rubric also benefited my assessments because it provided a way to objectively grade each piece of writing.
The use of a rubric in this lesson benefited my teaching and the students' learning, and is evidence of my ability to Design Student Assessments (1f) with clear criteria and standards in congruence with learning outcomes. As part of Danielson's Domain #1: Planning and Preparation, it is necessary to be skilled in designing student assessments that support instruction.