EVALUATION SHEET
Measuring a Learner’s Proficiency on Well-Defined Course Objectives
Calculate a grade for each lesson assignment to measure the learner’s proficiency on well-defined objectives (listed on the following pages). Art has subjective qualities that make it unique in how a student’s success should be measured. There are seldom right or wrong answers, and we do not recommend using a letter grade system for students in 4th and 5th grade. Instead, we provide a system using objectives. These objectives are listed on the following pages. To use them, look at the learner’s artwork and read the objective for that lesson. By following the objectives carefully, teachers and students will avoid common mistakes that are made when evaluating art. Let us paint a picture of an unhelpful evaluation of artwork so that you have an idea of what to avoid. Do not judge student artwork on arbitrary issues such as natural talent, skill level, feelings, and like or dislike of the subject matter chosen by the learner. Be aware that we should not expect a learner to be at a certain skill-level because of age or grade level. Do not demand results that can only be obtained by repeated experience that the learner has not yet had. It is very likely that an individual, who is creatively applying the elements as they are taught, will easily meet every objective even if the work looks similar to what we expect from a beginner. Completing the objective does not mean that the learner has arrived at a full knowledge and use of artistic concepts. A full knowledge comes with repeated use of the concepts and practice. Completing objectives means that the learner is doing well in the pursuit of comprehensive knowledge. If you do not see how the learner accomplished the objectives listed, ask the learner to point it out in the picture. Sometimes they understand very well and will be able to tell you how they accomplished the objectives in the drawing. This is valid! Keep in mind that a teacher who is allowing the learner to work independently through the book and video content may be unaware of the variety of ways in which an element or principle might be used. Our objectives are statements that describe what the learner is expected to achieve as a result of the instruction and demonstrations provided in the lessons. They can be used in two ways, either by a teacher or the learner. A teacher will use them with the goal of assessing student success and progress. By achieving the objectives, we can consider the learner competent in their understanding of the material. When objectives are used by the learner, they are a guide to focus and to help the learner set priorities for their artwork. Whichever way they are used, we do encourage you to use them for each lesson to ensure that you measure success in realistic and valuable ways.
OBTAINING A LETTER AND NUMBER GRADE
A (90-100) Student has achieved proficient work on all stated objectives for the lesson and shows advanced work. Advanced work can be defined by efforts that include and go beyond the stated objective. Examples: by applying knowledge gained from previous units, showing good craftsmanship (neatness), or other advanced skills such as a creative interpretation of the stated assignment, experimentation, or a synthesis of several art concepts (elements or principles.)
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