Pedagogy Now! Creating Effective Evaluation Techniques

Thanks to everyone who attended our CAA workshop, Creating Effective Evaluation Techniques. We had a great time presenting and got a lot of feedback through all the fabulous questions and comments.
As promised, here is our powerpoint presentation PDF. Please feel free to give us any feedback, to ask us questions via the blog or email, or to ask us to address particular issues in the blog. We are also happy to come to your school to do a workshop tailored to your program’s needs. Contact us here:



Grading Rubric for Studio Art Written Thesis

Many studio art programs require not only a visual thesis of artwork, but also a written thesis that accompanies the visual work. Given that the students are writing about their creative process and research methodologies, this kind of written document can be challenging to grade for professors.

Here is a rubric that is used by faculty in the School of Art at the University of Cincinnati to grade the written thesis papers of their studio art seniors. Please note that they chose to focus the grading process on three main areas: Content, Sources and Mechanics. These items cover everything that faculty want to see in the document, and enabled them to keep the rubric relatively simple.

This rubric also ties in directly to one of the three learning outcomes for the course, specifically:

“Students will demonstrate their ability to research and articulate their visual thesis project and its connections to art history, to contemporary art, and the cultural milieu through verbal and written critical discourse.”

This rubric enables faculty to see very clearly which students are achieving that  outcome and which aren’t.

For information about the rubric for the visual part of the thesis, click on this link.

Self-Assessment = Getting them to Think about their work

There is a lot of chatter in the education community about Self-Assessment. In feeling somewhat dissatisfied that my rubrics are often more useful to me than to my students, I decided this fall to institute more consistent self-assessment into assignments. This assessment has taken two forms – the most obvious is actually giving them the rubric and asking them to complete it and turn it in with the project (the hope here is that this will provoke them to actually read the rubric!). The second is providing them with a series of questions about their work. The goal for me with self-assessment is that they think through what they are doing, rather than waiting for a longed for, but often mysterious grade from me. In the past I have asked them to write a self-evaluation with their projects, building up to an overall statement by the end of the semester. My new approach is giving them self-assessment questions tailored to the assignments.

It’s nearing the end of the semester and what has come of this new approach? Some students have been diligent in their responses, some slackers, just as I imagined. The real bonus has been getting a fix on whether they actually understand the assignments – they may be doing it right, but are they connecting the dots? Ultimately, their self-assessments have been more valuable all along the way than the end of semester course evaluations that at my school at least, are an agony of filling in bubbles and navigating obtuse data. If I ask a student “Which aperture gave you consistently shallow depth of field?” not only am I getting them to think about the result (rather than just look at it), I am also getting a sense as to whether they understand what they have done. It’s helping me to see on an assignment-to-assignment basis whether I am an effective teacher. How carefully or thoughtfully they respond, helps me to also understand whether my students are diligent learners. An obvious lesson is that those who skip the assessment are often the most problematic learners. A corollary bonus is that I get a sense of my student’s expectations. By offering them the opportunity to score their own rubric then match it to mine, room opens up for a conversation about those expectations.

Self-assessment takes time and for me is always a work in progress. I highly recommend incorporating it into assignment delivery and course expectations.

Pedagogy Now! Teaching Teachers to Teach

Attached is a PDF of the 2012 SPE presentation by Janie, Suz and Angela. This is intended to be helpful in jumpstarting ideas surrounding the topics. It is, of course, missing our fabulous presenter skills! Please note that movies are inactive and not all the links translated as live in this PDF, however there should be enough info to point you in the right direction for further research.

Sample Grading Rubric

Let’s say you have a basic understanding of the value of specific criteria for grading and now need to create a grading rubric that you will fill out and hand back to students. There are many different formats you can use for creating rubrics.

Here is one example that I’ve used for an Introduction to Photography class. This is used to grade the final project of the semester, and, as such, covers both technical expertise as well as aesthetic issues.

Evaluating Group Work

One of the biggest reservations that teachers have about assigning group work revolves around the issue of grading. How does one do it fairly? What if one or two members of a 5-person team end up doing most of the work?

One answer is to allow the students a say in the grading process. Knowing before the project even starts that they will be asked to fill out a self-evaluation and a peer evaluation form at the end of the project, and being aware that that evaluation will be factored into the final grade can be a huge motivating factor for keeping all students engaged and working productively.

Here is an example of such a form. I take each person’s scores (if they are in a 5 person group, there will be 5 scores per person), add them together, and average them. This final average becomes their “group participation” score on the rubric that I use for grading the project. How heavily you weight this aspect of the project is up to you.

Class Participation- What Exactly IS That?

We all know that “class participation” ranks high on the list of criteria for grading in art and design classes. What is astonishing is how many teachers simply state either in their syllabi or rubrics that “class participation” will count towards a grade, without explaining what they mean by that.

What most of them mean, unfortunately, is that they want/expect the students to speak up in class. And that’s it.

But where does that leave the “quiet student”? You know, the ones who rarely say anything, but who are clearly engaged in the class despite the fact that they don’t speak up. Grading “class participation” solely on whether someone has said something in class is very short-sighted, and can in fact be counter-productive because it encourages students who are talkative in the first place and intimidates those who are less verbal.

Broadening the definition of what constitutes “class participation” can get around this problem and be a fairer assessment of a student’s true engagement with the class. Here are some suggestions for what might be included in that broader definition:

• Volunteer during class.

• Do in-class exercises.

• Have in your possession the proper materials & equipment necessary to satisfactorily complete the work.

• Show initiative throughout the duration of the course.

• Be in class on time and prepared.

• Ask questions and comment on the subjects being discussed in class, both verbally and in writing,

• Participate in field trips.

• Do all homework as required.

Those points would provide a teacher with a far truer picture of a student’s actual participation in a class. So why not list them either on a syllabus or in a rubric to let students know that you value all those things and that they will be rewarded for exhibiting them?