Meaningful Grading : A Guide for Faculty in the Arts /

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College and university faculty in the arts (visual, studio, language, music, design, and others) regularly grade and assess undergraduate student work but often with little guidance or support. As a result, many arts faculty, especially new faculty, adjunct faculty, and graduate student instructors,...

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Detalles Bibliográficos
Autores principales: Haugnes, Natasha, 1965- (Autor), Holmgren, Hoag (Autor), Springborg, Martin (Autor)
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Morgantown : West Virginia University Press, 2018.
Edición:First edition.
Colección:Book collections on Project MUSE.
Temas:
Grading and marking (Students)
College students > Rating of.
EDUCATION > Administration > General.
EDUCATION > Organizations & Institutions.
Étudiants > Évaluation.
Étudiants en art > Évaluation.
Classement et notation (Éleves et etudiants)
Art students > Rating of.
Arts > Study and teaching (Higher) > Evaluation.
Electronic books.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Intro; Contents; Introduction; Part I. Course Design and Preparation; 1. Quantifying the Qualitative; 2. Examining Aesthetic Sensibility; 3. The Apprenticeship of Observation; 4. Novices and Experts; 5. Getting Involved; 6. Implications of Grades; 7. Course Design: An Overview; 8. Course Design: Defining Goals; 9. Course Design: Teaching and Learning Activities; 10. Course Design: Assessment Criteria; 11. Your Grading System: Math Matters; 12. Ungraded Assignments; 13. Scaffolding Learning Tasks; 14. Soliciting Feedback; Part I. Supplementary Resources; Part II. During the Semester.
  • 15. Making Grading Expectations Clear16. A Mutual Understanding of Progress; 17. Clarifying Teaching Methods; 18. Choice of Graded Projects; 19. Office Hours; 20. Making Creative Process Explicit; 21. Redefining Effort; 22. Problem Finding; 23. Generating Ideas and Brainstorming; 24. Aha! Moments; 25. Grading and Mistakes; 26. Contemplative Practice; 27. Famous Artists' Early Work; 28. The Artist-Apprentice Dynamic; 29. Grading Participation; 30. Grading Discussions; 31. Self-Assessment and Creative Process; 32. The Language of the Discipline; 33. Assessing Research.
  • 34. Skills-Based Assignments35. Creating Rubrics; 36. Using Rubrics; 37. When to Introduce a Rubric; 38. Student-Generated Rubrics; 39. Rubrics for Peer and Self-Assessment; 40. Common Rubric Pitfalls; 41. Structuring the Critique; 42. Critiquing in the Online Environment; 43. Peer Critique; 44. Art Directing vs. Critiquing; 45. Critique Journals; Part II. Supplementary Resources; Part III. Post-semester; 46. Requesting Feedback on Your Grading; 47. Post-semester Community: Moving Beyond Assessment; 48. Reflecting and Planning for Next Semester; 49. End-of-Semester Evaluations.
  • 50. Norming Your GradesPart III. Supplementary Resources; Acknowledgements; Notes.

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