Critique, Assessment and Exhibition

While often required to give a summative letter grade, I also implement many assessment methods during the process of a project to give formative feedback.  Below are some of the methods I have used with middle through high school students.

Peers offer critical feedback in each other's sketchbooks to help guide student's next steps.

Personal reflections in journals give a quick snapshot of how much a student has taken away from the day's discussions.

After creating many thumbnail sketches, students offer each other feedback on post-it notes.

When given the opportunity to present their work, students articulate their learning and process in a way that their peers can learn from as well.

Students are given the opportunity to present work in progress to clients, gathering feedback helpful in the next iteration of the project.

Rubrics that are completed mid session and at the end of the session are moments for setting goals and discussing strengths, surprises and challenges with students.

This video is a demonstration of students verbally reflecting on a drawing assignment in which they were asked to spend time carefully looking at an object of personal value which they were asked to bring in.

Sharing work in small groups with a question prompt is a low-stakes way to have a quick peer critique session.

Presenting work to the public allows students to reflect on the process, articulate their success, mention the challenges they faced and own their outcome. 

After completing a series of tasks, students demonstrate their mastery, earn a badge and help guide other students.

 At times, a team huddle offers a moment for impromptu critique to redirect or recognize specific work.

At times, a team huddle offers a moment for impromptu critique to redirect or recognize specific work.

Prompts students have answered are hung near finished work in exhibitions to demonstrate that the process is valued as much as the product.

This video provides an example of how I used the free online program VoiceThread as a means of peer discussion and reflection (student audio begins at 40s). Students who were paired up to work together, without knowing the other's identity, had a discussion about their work, how it developed over time, and the choices they made each time they received their paintings back.

Exhibitions are moments for the community to come together and celebrate the making that has happened in the art studio.  Next to the work, students add their reflections and, at times, images of their process.

Exhibitions are opportunities to showcase work in ways beyond hanging pieces on walls.

Parents and guardians are able to hear from the young artists themselves who proudly show off their, and their classmates, work.