Watercolor Technique Circles Feedback
The feedback form below was part of a rubric I used when teaching high school students watercolors at Parma High School in 2013. This artifact represents my use of Feedback to Students, a sub-category of Using Assessment in Instruction, under Danielson's Domain #3: Instruction.
In art, feedback is an essential aspect of grading. A raw number means nothing to a student if it is not accompanied by in-depth feedback. For my students learning essential watercolor techniques, this assignment was a critical stage where they had to fully understand the techniques before moving on. To clarify their mistakes, highlight common errors, and praise their successes, I included with the "Watercolor Technique Circles" rubric a section for detailed and personalized feedback. For each of the 20 technique circles I assigned the student a score: 1 for no evidence of understanding, 3 for partial evidence of understanding, and 5 for full evidence of understanding. Scores of 2 and 4 were reserved for instances when the other numbers did not fully fit. After giving a numerical score, I gave descriptive feedback for each technique circle, making sure to go beyond "good" in my feedback.
Assessing with feedback this detailed and personalized took hours, but I knew it to be worthwhile. The feedback section of the rubric made it meaningful and therefor formative for my students. This feedback, given in a watercolors class, is but one instance of many when I have recognized the importance of personalized and thorough feedback to my students.
In art, feedback is an essential aspect of grading. A raw number means nothing to a student if it is not accompanied by in-depth feedback. For my students learning essential watercolor techniques, this assignment was a critical stage where they had to fully understand the techniques before moving on. To clarify their mistakes, highlight common errors, and praise their successes, I included with the "Watercolor Technique Circles" rubric a section for detailed and personalized feedback. For each of the 20 technique circles I assigned the student a score: 1 for no evidence of understanding, 3 for partial evidence of understanding, and 5 for full evidence of understanding. Scores of 2 and 4 were reserved for instances when the other numbers did not fully fit. After giving a numerical score, I gave descriptive feedback for each technique circle, making sure to go beyond "good" in my feedback.
Assessing with feedback this detailed and personalized took hours, but I knew it to be worthwhile. The feedback section of the rubric made it meaningful and therefor formative for my students. This feedback, given in a watercolors class, is but one instance of many when I have recognized the importance of personalized and thorough feedback to my students.