Assessment in Art
One important goal I have as the art teacher at CBMS is to support intrinsic motivation and nurture student-directed learning in an authentic art-studio setting. What I hope for my students is that they find and develop authentic interest in making and responding to art. I hope that my students discover meaningful connections to their lives, interests and personal knowledge-base, that they challenge themselves to try new things and get better at those they find rewarding, that they develop individual purposes for making art, and discover genuine enjoyment and satisfaction from both making art and experiencing the art of others.
Over the past several years I have conducted an “action research” study to examine the effect of grades and grading in art. With the help of the CBMS student body, I have learned that for most, grades are not an important factor for learning and growing in art. A minority of students feel grades improved behavior and participation, and for some, grades are detrimental to the creative process.
Based on surveys, observation and discussion with students over four years at CBMS, I will begin to pilot a program that is free of letter grades, number scores and percentages. Instead of grades, student work and achievement will be assessed through self-reflection and self-assessment, art sharing/critique/display, individual consultation and my observation of and interaction with students at work as artists in the studio. These authentic assessment practices are already in place in the CBMS art studio so the only change students will notice is that they will no longer see grade updates in PowerSchool. Students will “know how they are doing” based on the assessments and reflections they routinely participate in and will see my final comment on their report card at the end of a term.
This new initiative in art is at once a small change and a ground-breaking one. By setting aside grades and scoring, we further support intrinsically motivated learning and growth. This approach is very well-suited for the learner-directed studio-classroom that is already well established at CBMS.