McCollister, S. (2002). Developing Criteria Rubrics in the Art Classroom. Art Education, 55(4), 46-52. Retrieved December 9, 2015, from Pro Quest.
Keywords:
Criteria, rubrics, risk taking, assessment
Abstract:
This article explains how rubrics work and are structured, and how these affect the learning process. Students can see their expectations and ask for help where they see they cannot meet a higher standard. This process leads to greater work habits and classroom management. If teachers don’t have the time to develop rubrics with students, there are many other ways teachers can informally draw ideas from the class on what they think is expected on the criteria. The differential approach can also be a way to document growth on the rubric. The limitations of a rubric might be too much guidance, hence lower creativity and risk taking. McCollister warns that rubrics should not be the only assessment method for this reason. All in all, developing rubrics can be rewarding for both teachers and students, but it is essentially one of many assessment strategies for improvement on both the teacher and student’s part.
Relevance:
How to develop a rubric
Importance of other methods
Quotes:
“The rubric can be elastic and responsive and can be created with students and edited collaboratively with students, or it can be developed by the teacher individually.”
“Formative and summative assessments are also present within dialogues, self-evaluation, display, and the group critique.”(47)
“A student with proceduralized knowledge recognizes the possibilities and limitations of the transference of that knowledge and makes appropriate generalizations. Finally students develop metacognition: they think about heir thinking.” (48)
“Other techniques for gathering descriptions of criteria include individual response sheets, written self- and group-generated criteria, student notes from self-evaluation check sheets, or your comments compiled from notes you have written about qualities of finished work at the time of grading.”
“Scoring means marking, assigning the grade, either number or letter, as well as giving descriptive praise and constructive criticism.”
“Extensive use of criteria rubrics can hamper personal responsibility, creativity, and independence. Art teachers and students benefit from the use of varied assessment strategies.” (51)
Resources:
Scoring Rubrics in the Classroom (2001) by McTighe
Proceduralized knowledge:
Implications of Cognitive Psychology for Educational Measurement (1989) by Snow & Lohman