Teachers Connect
Jul 16, 2015

Institute 2: Evaluation as Growth

Think about how you will help students evaluate their finished work.  What are some ways you can help students see critique as a means of growth in a subject area?

17 Responses to Institute 2: Evaluation as Growth

  1. Julia says:

    I don’t think 7th grade girls will EVER take critique positive… but maybe Holton Arms girls are exceptions…

    Anyway, I do think we all like to get feedback. We do want to know how to improve our work, but not feel as if we are being personally judged. I think that wording is key.

    Asking students to fill in a self-evaluation is a good start. Usually we know best ourselves what could be done to improve our work.
    Otherwise, really, I don’t know. I have many times tried to use assessment as means of growth, but students seem overly concerned about the immediate feedback of their grade. Frankly, I don’t know how to get past that point until the year is over, and we can look at the year’s learning as a whole.

    • Julia says:

      I will be very happy to read what you all have to say about this!!!

    • Kathleen Anderson says:

      I’m wondering if a thorough understanding of “critique” by students not based on their own work initially but on anonymous works might be helpful. Or beginning a study of with VTS sorts of questioning. Wow, something to think about…

  2. Laurie McLaughlin says:

    I often have students begin to work on their self-evaluation before the end of the unit… it gives them a chance to think about whether they have met all the criteria of the assignment before the due date.

    But today, partially after experiencing the sharing we’ve done this week, I am realizing once again how important it is to make time for my students to share with others… they are so proud of what they’ve created.

  3. Emily Shevell says:

    As Kathleen said, here are my bullet points 🙂

    -Self critiquing is key. Students need to become confident with self critique quickly

    -It needs to be clear that critique does not mean “you’re doing it wrong.” It just means “how can we do this better?”

    -Turn and Talk can also be a critique. Have students talk in pairs or groups to figure out what needs to get done before the final critique

    -Finally, critique always needs to be followed by time to improve. If critique is to be used correctly, it’s not a final answer/grade/etc.

  4. Carolyn Kouri says:

    Critiques are such a valuable part of envisioning and creating that I try and incorporate them weekly with in-progress and finished project discussions both with individual and pair or small group formats. Sometimes a simple post-it note activity or writing along the sides of a sketch with a “grow and glow” or praise-question-polish” can really alter students’ perspectives and allow them to reconsider initial decisions. When I work on personal projects and even classroom examples, I sometimes catch myself with tunnel vision which is why opportunities to provide feedback can really push art creation in new directions and create more developed and improved reasoning and decision making. I like to display different stages or levels of finished work so when I encounter a student who says “I’m done”, we can not only go back through the rubric or project checklist, but also have a discussion so the student can share his or her rationale for their artistic choices and vision.

    • Kathleen Anderson says:

      I appreciate your comments. What I’m discovering is that many of the participants have taken critique to a new level and that is exciting!

  5. Gina T. says:

    Personally I have come to find rubrics helpful. They focus both me and the students on the critical elements that need to be learned/mastered/improved. Although with art elements, I tend to look for evidence of exploration with the particular element I may be focused on. I also agree that peer feedback and self-reflection/self-assessment are an important part of the process.

    In another AI class we learned an acronym: PQP that I love using for peer feedback… Praise, Question, Polish… I have often paired this in written format with a 3,2,1 style. That is to say students will meet, share/discuss, and then give each other written feedback praising 3 things, asking 2 questions (often one artistic, one content-related) and 1 thing that might need more work or could be improved in some way.

    • Kathleen Anderson says:

      It is important that critique include praise and that students begin to truly look at each other’s work – the 3, 2, 1 has proven to be a successful method for peer critique. Thanks for your comments!

  6. Mark Montgomery says:

    A way students might learn how to value of the critique process is:
    A. Provide a lesson with 3 simple steops
    B. Do the assignment myself as the teacher partially following the steps, and partially not doing so
    C. Then giving students the opportunity to critique the work within the parameters of the directions or a rubric, and using the VTS language, which values the comments of all students.

    This will let students know that constructive comments in your learning environment will help build real knowledge and creativity.

  7. Mary Ellen Fink says:

    I definitely find rubrics to be a great assessment but also a tool for consistent evaluation and constructive feedback. I also feel that parents appreciate seeing the organized, less biased format. The idea of incorporating self-evaluation is not only valuable academically, but it teaches reflection as a life skill at all grade levels. I am doing to try to create some sort of symbol-based graphic organizers (smiley faces, stars, flowers or some such) for my soon-to-be first graders that can be used as self-eval tools/slips. I will model to start and introduce by having students evaluate their performance on one of our first get-to-know you/ procedure and routine activities. Gotta dovetail!

  8. Grace Hulse says:

    I like to use a variety of methods to get my students thinking about what they have created. Formative assessments such as exit tickets or online responses using Socrative or Padlet help students “gel” daily learning and let them check that they are meeting objectives and criteria. Group critiques or sharing at the end of each project help students see and understand different solutions to problems and the kids love sharing and talking about their work. It also helps me understand their motives, struggles, successes with art making. I also publish my students work online (Artsonia) where they write artist statements and share their work with others outside of our school.

    • Kathleen Anderson says:

      Rosemary and I were wondering if anyone posted student art online. Now we have the answer! Thanks for these helpful comments.

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