Developing Criteria Rubrics in the Art Classroom

During one of our block two classes we received a number of references and a class presentation on how to make and use successful rubrics. I had used a few rubrics before that workshop and couldn’t stand them because of how frustrated I became with the wording and rewording, the scoring, and the idea of sameness. During the end of block two and my student teaching placement I was able to make and use more rubrics that helped expand my knowledge on the variety of uses for rubrics and how successful they can be.

The article mentions how “the rubric can be elastic and responsive and can be created with students and edited collaboratively with students” (McCollister, 47) which I think is a wonderful idea. The process of deciding what is the most important or what the most desirable characteristics of a final result are can take a while and often be stressful while also trying to meet all students’ needs. Working together with the students and asking questions and posing ideas during normal classroom discussion can incorporate student ideas and may keep the grading process less stressful or fearful for some students. Later, the article mentions how to incorporate ideas for or time for developing a rubric in a busy classroom setting. I feel that many of the questions about “what qualities and characteristics should be present in the finished work” would come up during normal class discussion anyway (McCollister, 48).

Developing rubrics takes practice; I still struggle with meeting the variety of levels, strengths, needs, abilities, and styles on the rubric scale. I think with practice and trying the new idea of not just incorporating student’s ideas but working together with students on the creating and modifying the rubric could be extremely useful in art and many other learning areas.