Is there really a clear cut way to efficiently and effectively use them in the art room? They are often too specific, too vague, undermine points for trivial things or just plain don’t work as a measurement for student growth in art. Many of us are used to analytic rubrics where we break down the criteria of a project into characteristics, or in many cases, specific learning goals or targets presented in the lesson.
These types of rubrics tend to use a grid of 4 or 5 learning targets with various levels of growth listed across the top. They are complex, detailed and in reality, seldom read by students. The feedback they intend to provide is ignored by students because its feels impersonal and conforming.
So, why then, do we punish ourselves with creating them and punish our students by cramming their growth into limiting, specific boxes?
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To use measurements like this. We may be encouraged by administration to grade our students with rubrics, even when our craft does not fit neatly into precise and definite boxes. Is there a better way? We need something that feels right for us as art teachers, is accepted by administration, and most importantly, gives our students the personalized and direct feedback they need to grow. If you are looking for that something, the single-point rubric may be your answer.
I recently discovered this idea from The Cult of Pedagogy blogger Jennifer Gonzalez. As a former English teacher herself, she’s experienced the same frustrations in her classroom and toyed with the idea of cutting out all the unnecessary detail within rubrics by simplifying down to just listing the objectives. This allows for areas of concern and excellence to be open-ended and personalized to individual students’ needs. A single-point rubric is an assessment that fits the levels of choice within art rooms but still provides students with the learning targets of the current project, theme, or unit.
Below is an example I’ve used recently with my middle school students. I highlighted three Studio Habits as my learning targets for our unit and this format easily allowed me to share the objectives clearly with my students as we progressed through our work. I can use this rubric as a student self-assessment tool, a student conference guide or more traditionally as an assessment rubric for my students to receive feedback provided by myself or better yet, a peer reviewer.
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You might be wondering how using alternative assessments such as a single-point rubric can translate into actual grades. With so many variations of grading requirements throughout districts, it’s not something that can be determined quickly through an article. That’s where AOEU’s Assessment in Art Education course can be a critical component of your assessment plan. In this course, you’ll design a plan based on what works for
Philosophy. Not only will you learn to use assessments to validate your program, but you’ll discover the benefits and challenges of using various tools to better capture authentic measurements of student growth and evidence of learning. Find out more here.
Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.
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Tracy Hare, a middle school art educator, is a former AOEU Writer. She strives to deepen students’ 21st-century skills by encouraging them to practice critical thinking and creative problem-solving skills.A rubric is a performance-based assessment tool. Teachers use rubrics to gather data about their students’ progress on a particular assignment or skill. Simple rubrics allow students to understand what is required in an assignment, how it will be graded, and how well they are progressing toward proficiency.
Rubrics can be both formative (ongoing) and summative (final) assessment tools for evaluating written work, projects, oral presentations, or any other class assignment. There are four types of rubrics: checklists, holistic rubrics, analytic rubrics, and developmental rubrics. Teachers, including homeschool parents, can refer to these simple rubric to formulate their own.
These basic rubric ensure that all parts of the assignment are present. They help students keep track of each element of a project. Checklists also let teachers see whether a student fully participated in an assignment, but they aren’t as informative as other rubrics.
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Checklists are useful in all subject areas because they’re versatile and easy to understand. As long as each part of an assignment is present, the student receives full credit. An example of a science project checklist includes a column for students to check their work before turning it in.
Checklists are handy to use and easy to grade. They measure participation and completion of a project rather than skills achieved, unlike holistic rubrics.
A general rubric that lists a few levels of performance is a holistic rubric. These rubrics usually combine criteria for a certain score into one level. Holistic rubrics include more information than a checklist and make good formative assessment tools.
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The typical A-F grading system is one example of a holistic rubric in which many skills are combined for one score. Here is another example of a holistic rubric for an oral presentation in social studies.
The presenter spoke clearly, held eye contact throughout the presentation, used more than two visual aids (including multimedia), stood up straight without hands in pockets, answered questions, and spoke for more than 5 minutes.
The presenter spoke clearly most of the time, looked down at notes but mostly held eye contact, used two visual aids (including multimedia), mostly stood up straight, answered one or two questions, and spoke for 4-5 minutes.
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The presenter spoke clearly for part of the time, mostly looked at notes but made eye contact a few times, used two visual aids (no multimedia), stood up straight for part of the time, answered one question, and spoke for 2-4 minutes.
The presenter did not speak clearly, made eye contact a few times, used one visual aid (no multimedia), slouched or put hands in pockets a few times, did not answer questions, and spoke for 1-2 minutes
The presenter was difficult to understand, did not look up from notes, did not have visual aids, slouched or put hands in pockets for most of the presentation, did not answer questions, and spoke less than 1 minute.
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Although holistic rubrics are more complex than checklists, they aren’t as helpful for assessing specific skills within a project. It’s possible for students to score between two levels if they achieve some criteria but not others.
An analytic rubric assesses each aspect of an assignment. It awards a designated number of points to each part which adds up to the student’s final score. Projects with analytic rubrics take longer to grade, but they are informative to teachers as summative assessment tools.
Analytic rubrics are useful in any subject in which the teacher needs to monitor discrete skills. Check out an example of an analytic essay for a language arts literary essay.
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Includes at least 3 specific textual details that clearly support each topic sentence. Uses at least 2 sentences of commentary per concrete detail.
Analytic rubrics are an effective form of communication between teacher and student. Expectations are clear and results are easy to understand. However, if you want to measure a student’s progress over the long term, you’ll need a developmental rubric.
While other types of rubrics measure one assignment or project, a developmental rubric tracks a student’s overall progress toward proficiency. These continuum rubrics can span one standard, one subject, or one skill. Developmental rubrics are more time-consuming for teachers than analytic rubrics, but they are the most informative type of assessment tool.
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The Common Core standards are an example of a developmental rubric with benchmarks over each grade level. Standards-based grading systems are becoming more common in modern classrooms. Check out an example of a developmental rubric designed to keep track of elementary math skills in operations and algebraic thinking.
Student can fluently add and subtract past 20 with a variety of strategies and has memorized all sums of one-digit numbers and some two-digit numbers.
Student can add and subtract up to 20 with one strategy, and is learning additional strategies. They are working on memorizing sums of one-digit numbers.
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Student can identify if a group of over 20 objects contains an odd or even number using a variety of strategies, and can explain their thought process.
Student knows the difference between odd and even numbers, and is learning how to identify whether a group of objects contains an odd or even number.
Unlike other rubrics, developmental rubrics indicate an ongoing learning process. They measure skill rather than participation and effort levels. Students will ideally start at the Progressing level at the beginning of the unit or school year and will end at the Proficient level.
Can You Simplify Your Rubrics To A Single Point?
No matter which type of rubric you use, there are several ways to ensure that it’s an effective learning tool. Here are some tips for creating a rubric:
If you’re ready to design your own rubric, start with the customizable rubric template we’ve provided here. You can add your own
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