Huffman, E. (1998). Authentic Rubrics. Art Education, 51(1), 64-68. Retrieved December 7, 2015, from JSTOR.
Keywords:
Assessment, authentic assessment, rubrics, evaluation
Abstract:
Huffman talks about the benefits of creating an authentic rubric. She was inspired after reading Glasser’s The Quality School Teacher. She involved her students in the rubric making process, so that they could be committed to following her requirements clearly and staying on task. Many processes are documented such as student risks, success, and failures, for assessment. There is also a record of their daily growth, tasks, conduct, and attendance, from which these assessments averages out to the evaluation score. The development of the rubric takes around 45 minutes, right after the practice or research of the unit. Huffman argues that this is a good investment of time because the results are quality artwork, productivity, and fair evaluation.
Relevance:
How to create a fair rubric and evaluation
How to assess performance: daily self and teacher documenting
Average of daily assessments totalling up to evaluation
I can try this method out! Very practical – see diagrams
Quotes:
“…qualitative judgments tend to be subjective.”
“For most teachers, the students’ creative experience is more important than the grade.”
“The content for rubric assessment and evaluation can include knowledge and understanding about the arts, including the student’s personal, historical, cultural, and social contexts for art, and his or her perception, technical, expressive, and intellectual skills. The assessment could take the for of an oral, written, or visual presentation (NAGB, 1994). Written responses provide the student with greater depth in learning. (Johnson & Cooper, 1994). (64)
“Authentic rubrics address affective, creative, and behavioural dimensions, as well as cognitive and psychomotor learning.”
“Affective qualities such as emotions, feelings, beliefs, attitudes and values can be recorded and assessed via rubric.”
“Psychomotor learning can be assessed in the craftsmanship component of the rubric and might include overall dexterity in the use of materials and equipment.” (67)
“The assessment record includes areas for anecdotes, conduct, attendance, problems, and possible solutions.”
“Writing the assessment in pencil emphasizes the temporary nature of the in-process score.”
“The assessment record eliminates virtually all challenges to grades by students or parents by providing clearly documented understanding for the final evaluation.” (68)
References:
The Quality School Teacher (1993) by Glasser