The assessment of artwork is problematic due to the subjective nature of aesthetic judgement. However by maintaining a holistic view of the students´ work, and by giving the students´ input an equal emphasis to their output, we can aim towards a more objective assessment of their development and skills.
It should be noted that along with these formal summative assessments it is essential in art to maintain an ongoing and constant formative assessment with each individual student during their work.
Different criteria may be have greater or lesser emphasis in each project or assessment. They can also be used to focus upon achievement, effort and presentation as appropriate. They can be applied to all ages and any media.
Assessment Criteria.
Activities |
Qualities |
Grade Description |
|
Recording observations, experiences and ideas. Judgement in selection of research sources, and analysis and evaluation of
sources. Exploration and development of ideas. Selection of appropriate resources, materials and
ideas. Personal response. Creative making and media skills. Connections between personal enquiry and work of
others. Realisation of intentions. |
Confidence, recording Rigour, analysis, critical evaluation. Skill, analysis, reflection. Understanding, application. Imagination. Maturity of response. Fluency, coherence, competence. Understanding purposes, meanings and intentions. Sustained development, presentation, and
reflection. |
10: A* All areas of work excellent. 9: A Many areas of excellence. No areas weak. 8: B Some very good areas of work. Some room for
improvement No major weaknesses. 7: C Some weaknesses balanced by other areas of
strength. Need for further development. 6: D Occasional strengths out weighed by many
weaknesses. Significant improvement needed. 5: E All areas weak and in need of considerable
improvement. No Grade Possible: Fails to attend, work or comply with teachers’ instructions. |