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Rubric
Submitted by Marianne Galyk
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Assessment Rubric
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Student Name:
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Class Period:
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Assignment:
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Date Completed:
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Circle the
number in pencil that
best shows how well you feel that you completed that
criterion for the assignment.
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Excellent
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Good
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Average
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Needs
Improvement
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Rate
Yourself
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Teacher’s
Rating
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Criteria 1 –
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10
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9 – 8
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7
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6 or less
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Criteria 2 –
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10
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9 – 8
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7
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6 or less
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Criteria 3 –
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10
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9 – 8
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7
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6 or less
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Criteria 4 – Effort: took time to
develop idea & complete project? (Didn’t rush.) Good
use of class time?
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10
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9 – 8
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7
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6 or less
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Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the
art tools & media?
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10
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9 – 8
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7
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6 or less
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Total:
50
x
2 = 100
(possible
points)
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Grade:
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Your Total
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Teacher Total
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Student
Comments:
Teacher
Comments:
(Note: Marianne has this
formatted so that two forms fit on one 8 1/2 x 11 paper)
Form adapted using
criteria submitted by Patty
Knott (see note below)
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Assessment Rubric
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Student Name:
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Class Period:
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Assignment/Problem:
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Date Completed:
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Circle the
number in pencil that
best shows how well you feel that you completed that
criterion for the assignment.
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Superior
Justify
below
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Excellent
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Good
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Average
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Needs
Improvement
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Rate
Yourself
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Teacher’s
Rating
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Composition and design -- does it read well?
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5
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4
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3
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2
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1
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Growth and progress
-- How does the work compare to previous work? Is
there growth in thought?
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5
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4
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3
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2
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1
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Impact -- Is it daring? Does it extend from
past work? Is it a theme of personal expression or if
"borrowed' how did you change it?
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5
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4
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3
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2
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1
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The problem
-- Is the student addressing the
problem posed? Are variations made for a reason?
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5
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4
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3
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2
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1
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Care/effort -- Is the
work appropriate to the style? attention to details --
craftsmanship
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5
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4
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3
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2
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1
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Work habits - efficient
use of time, asking questions,
recording thoughts, experimenting
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5
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4
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3
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2
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1
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Grade:
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Your Total
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Teacher Total
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Student
Reflection:
Teacher's
Comments:
Note
from Patty Knott
I often make entirely
original rubrics, this one is borrowed from many sources.
I think some of this may have come from Marvin Bartel. The
important thing in designing rubrics is that YOU believe what
you are evaluating is important and you consider what the
students think is important. Rubrics are a collaboration
between student and teacher. A student needs to know what
good or excellent "looks like " as compared to an
average. With each rubric I also give reflection questions
. I ask them to write about the work of another student and really
question them selves as to why they respond to this work. They
assign adjectives to the work -- they tell how they are "moved."
I also ask with each work "what do you want me to consider
in evaluating what you did?" Most often
the answer is effort or experimenting. And that is
why composition and technique do not hold higher regard
from investigating and problem solving.
I offer the
"5" column so if a student can justify that he/she
went beyond presumed expectations, I will bump up in that
category. I always expect that a student will go
beyond in some way that I didn't
anticipate.
I've been using rubrics
long before they became the thing to do. I never knew
any other way to evaluate art work. My numbers are qualified
beyond good and excellent, etc. They need to know
what good is. It's the only way rubrics work. I don't ever
just check off boxes, I make lots of comments.
My grading has become much easier since I initiated daily
objective logs. I make a weekly sheet for each
student to complete. They enter their
objectives for the day at the beginning of the period and
reflect on progress at the end. I read these each day and
make brief comments. This is also a way for the students to
ask me questions when I don't get around to see each
one during the period. Since this takes care of
attendance, I just spend the time reviewing rather than
taking roll. It allows me to give individual
prompts. I have established it as routine, so it's
not a big chore. The kids expect it and it keeps them on
task.
I think kids understand and want honest evaluations. They too
often underestimate what they have done, and, will admit
when they slack. Work with them to make the dialogue and
always understand that sometimes they deviate for a reason.
~ Patty Knott
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