{"id":688,"date":"2011-08-27T10:34:36","date_gmt":"2011-08-27T14:34:36","guid":{"rendered":"http:\/\/thevirtualinstructor.com\/blog\/?p=688"},"modified":"2023-12-01T16:46:26","modified_gmt":"2023-12-01T20:46:26","slug":"how-to-grade-artwork","status":"publish","type":"post","link":"https:\/\/thevirtualinstructor.com\/blog\/how-to-grade-artwork","title":{"rendered":"How to Grade Artwork"},"content":{"rendered":"
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\"How<\/div>\n
\nA teacher was once asked, “How do you grade artwork?”<\/p>\n

He simply replied, “I use the stair technique.”<\/p>\n

When asked what the stair technique was he said, “I find a flight of stairs and assign each stair a letter grade.\u00a0 The bottom stair might be an “F”, the next stair up, a “D”.\u00a0 The next stair up may be a “C”, then “B”, and the highest stair- an “A”.\u00a0 I then take all of the student artwork, and while standing on the flight of stairs, I throw them into the air.\u00a0 Whichever stair the artwork lands on is the grade the student receives.”<\/p>\n

Sometimes grading artwork can feel like this when there is not a standard procedure in place.<\/p>\n

Grading artwork has traditionally been a subjective activity.\u00a0 This can cause problems for art teachers, especially when questions arise about where the grade came from.\u00a0 Opinion sometimes creeps into the art teacher’s grading process and as you can imagine, wreak havoc on a student’s grade.\u00a0 <\/p>\n

This should never be the case.\u00a0 Grading artwork doesn’t have to be subjective.\u00a0 Students should have a clear idea where the grade has originated from and understand completely why they received that particular grade for the assignment.<\/p>\n

So how do we give students a clear idea of where their grade will come from in art?\u00a0 The first answer is simple.\u00a0 We provide a clear rubric.\u00a0 A rubric is essentially a guide that explains the requirements to receive a certain grade.\u00a0 For example, an “A” project may meet more requirements than a “C” project.\u00a0 <\/p>\n

In a rubric, the requirements are clearly spelled out.\u00a0 That way when grading time comes, there is no question as to why a student received a “C” instead of an “A”.\u00a0 Rubrics are pointless unless they are given to a student before the project begins.\u00a0 This way, the student is clear on what is required to make the grade that they desire from the start.\u00a0 <\/p>\n

In my opinion, rubrics should should be specific for each project assigned.\u00a0 Click here for a look at a generic rubric <\/a><\/div>\n

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Another way to remove the subjectivity in grading artwork is to provide students with what I call a “grading guide”.\u00a0 As students finish their artwork, they fill out their grading guide which has a place for them to evaluate themselves.\u00a0 After all, self-evaluation is incredibly important in the development as an artist.\u00a0 <\/p>\n

These grading guides show the students the numerical values for each of the properties that I will be grading them on.\u00a0 They evaluate themselves first and turn in their artwork with the grading guide.\u00a0 On the grading guide there is a “S” column for “student” and a “T” column for “teacher”.\u00a0 <\/p>\n

When I grade their artwork, I consider what grade they have given themselves.\u00a0 When students receive their artwork back from me, they also receive their grading guide.\u00a0 This way, I can clearly explain on each section why they received their grade and what they can improve upon on the next assignment.\u00a0 <\/p>\n

You are welcome to download the grading guide that I use below.\u00a0 (Right click on the image and select “Save as”)<\/p>\n

\"how-to-grade-artwork\"<\/a><\/center><\/p>\n

The easiest question you should ever have to answer as a teacher is, “Why did I get this grade?”<\/p><\/div>\n

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