Re(art)iculating Assessment: The Use of Rubrics in Visual Arts Classrooms
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Authors
Fielding, Natalie Ann
Date
2023-12-20
Type
Language
en
Keyword
Alternative Title
Abstract
Assessment, and more specifically, rubrics, are often seen as incompatible with visual arts. Some believe that assessing artwork can be damaging to students and that the rigidity of expectations contradicts the presence of creativity in the arts. Despite this, assessment is necessary to support student learning, to determine how well students are meeting expectations, and to promote accountability. Unfortunately, many educators do not feel comfortable or able to implement high-quality assessments or use assessment tools such as rubrics. This can create issues where assessment may not support student learning and may lack reliability and fairness in grading. This project addresses assessment concerns by acting as a guide for educators in creating high quality rubrics for the visual arts. Two research questions are explored: What does literature tell us about how visual art teachers can create rubrics that transparently convey learning and performance expectations? In what ways can visual arts teachers create reliable and consistent grading instruments? First, the types and features of assessment and rubrics are explored followed by a review of literature surrounding the history of visual arts education, assessment in visual arts, and creativity. Features of high-quality rubrics are then discussed before providing a guide for creating and implementing high quality rubrics. Two sample assignment sheets and rubrics are provided for a grade 10 visual arts classroom. The conclusion reflects on how this project has shaped me as an educator and researcher to highlight possible implications for this research.