Meaningful Grading : A Guide for Faculty in the Arts / Natasha Haugnes, Hoag Holmgren, and Martin Springborg.

Format:

Book

Author/Creator:

Haugnes, Natasha, 1965- author.

Springborg, Martin, author.

Holmgren, Hoag, author.

Language:

English

Subjects (All):

Arts--Study and teaching (Higher)--Evaluation.

Arts.

Grading and marking (Students).

Art students--Rating of.

Art students.

College students--Rating of.

College students.

Genre:

Electronic books.

Physical Description:

1 online resource (203 pages) : illustrations

Edition:

First edition.

Place of Publication:

Morgantown : West Virginia University Press, 2018.

Summary:

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, feel bewildered and must "reinvent the wheel" when grappling with the challenges and responsibilities of grading and assessing student work. Meaningful Grading: A Guide for Faculty in the Arts enables faculty to create and implement effective assessment methodologies-research based and field tested-in traditional and online classrooms. In doing so, the book reveals how the daunting challenges of grading in the arts can be turned into opportunities for deeper student learning, increased student engagement, and an enlivened pedagogy.

Contents:

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 Clear

16. 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 Assignments

35. 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 Grades

Part III. Supplementary Resources

Acknowledgements

Notes.

Notes:

Includes bibliographical references.

Description based on print version record.

ISBN:

9781946684509

1946684503

OCLC:

1066188866