Rubric Submitted by Marianne Galyk

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)

 

Assessment Rubric
Student Name:						Class Period:
Assignment/Problem:						Date Completed:
Circle the number in pencil that best shows how well you feel that you completed that criterion for the assignment.	Superior Justify below	Excellent	Good	Average	Needs Improvement	Rate Yourself	Teacher’s Rating
Composition and design -- does it read well?	5	4	3	2	1
Growth and progress -- How does the work compare to previous work? Is there growth in thought?	5	4	3	2	1
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?	5	4	3	2	1
The problem -- Is the student addressing the problem posed? Are variations made for a reason?	5	4	3	2	1
Care/effort -- Is the work appropriate to the style? attention to details -- craftsmanship	5	4	3	2	1
Work habits - efficient use of time, asking questions, recording thoughts, experimenting	5	4	3	2	1
Grade:						Your Total	Teacher Total

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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