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Expediting Your Grading Process

Assessment

Modules

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Introduction

Introduction 1:30

Using a Body of Evidence

Using a Body of Evidence with Formative Assessment 3:28

Using a Body of Evidence with Summative Assessment 1:15

Clearly Stating Learning Goals 5:41

Grading Sketchbooks

Grading Sketchbooks 5:05

Quick Tips For Quick Checks 2:52

Assessing Digital Work

Best Practices for Turn-in 4:12

Using Authentic Audiences for Feedback 3:17

Assessing Portfolios

Streamlining with Checklists 4:28

Selected Grading 5:28

Grading During Critiques 3:01

Non-Traditional Assessment Modes

Peer Feedback Options 3:55

Selected Grading 5:28

Using Single-Point Rubrics 4:23

Student Conferencing 6:11

Conclusion

Conclusion 1:12

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  • About
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  • Resources
  • Links

Expediting Your Grading Process

3 PD Hours

  • 1 Explore strategies for utilizing checklists, one-point rubrics, and teacher-student conferencing.

  • 2 Discover how to make use of self-reflections and peer feedback.

  • 3 Learn how to develop a more streamlined plan for all types of assessment.

Grading is one of the toughest tasks art teachers deal with on a daily basis. In this Learning Pack, you will discover how to develop and utilize efficient assessment methods in your art room. Discover best practices for developing a grading philosophy including what to do about grading sketchbooks and portfolios. Walk away with the ability to bring in a variety of assessment ideas to speed up and simplify your grading process.


Connected K-12 Art Educator Framework Competencies

ASSESSMENT
3. Assessment Design
A. Designs student assessments aligned to learning targets/goals
B. Develops various assessment strategies for classroom use
C. Analyzes qualitative and quantitative student assessment data to gauge mastery
D. Analyzes qualitative and quantitative student assessment data to guide learning and instruction

4. Assessment Implementation
A. Monitors student learning and adjusts instruction as needed
B. Supports student reflection on learning through peer feedback and self-assessment
C. Design and deliver ongoing, timely feedback to students

Timothy Bogatz

Timothy Bogatz

Events Director and PRO Facilitator

Tim is the Events Director for the Art of Ed, and previously worked as an AOE writer and graduate instructor. Before working for AOE, Tim taught high school art for 14 years in Omaha, Nebraska. As a teacher, he focused on creativity, problem solving, and higher order thinking skills, using Drawing, Painting, Photography, Sculpture, Ceramics, and whatever other materials might be available.

Discussion

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Resources

https://artofed-uploads.nyc3.digitaloceanspaces.com/2018/04/BodyOfEvidence.pdf
https://artofed-uploads.nyc3.digitaloceanspaces.com/2018/05/16.210WaysStreamlineGrading.pdf
https://artofed-uploads.nyc3.digitaloceanspaces.com/2018/04/SketchbookChecklist.pdf
https://artofed-uploads.nyc3.digitaloceanspaces.com/2018/04/QuestionstoGuideSelfReflections.pdf
https://artofed-uploads.nyc3.digitaloceanspaces.com/2018/05/16.2QuickCheckGradingChart.pdf
https://artofed-uploads.nyc3.digitaloceanspaces.com/2018/04/GeneralPortfolioChecklistforMSandHS.pdf
https://artofed-uploads.nyc3.digitaloceanspaces.com/2018/04/SinglePtRubric.pdf
https://artofed-uploads.nyc3.digitaloceanspaces.com/2018/04/Paint-Palette-Critique.pdf
https://artofed-uploads.nyc3.digitaloceanspaces.com/2017/11/TAGPeerReview.pdf
https://artofed-uploads.nyc3.digitaloceanspaces.com/2018/05/16.2KeysForSuccessfulConferencing.pdf

Links

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