In this Book
- Meaningful Grading: A Guide for Faculty in the Arts
- Book
- 2018
- Published by: West Virginia University Press
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.
Table of Contents
- Title Page, Copyright Page
- pp. i-vii
- Introduction
- pp. 1-4
- 1. Quantifying the Qualitative
- pp. 9-12
- 2. Examining Aesthetic Sensibility
- pp. 13-15
- 3. The Apprenticeship of Observation
- pp. 16-18
- 4. Novices and Experts
- pp. 19-22
- 5. Getting Involved
- pp. 23-26
- 6. Implications of Grades
- pp. 27-29
- 7. Course Design: An Overview
- pp. 30-34
- 8. Course Design: Defining Goals
- pp. 35-38
- 12. Ungraded Assignments
- pp. 52-54
- 13. Scaffolding Learning Tasks
- pp. 55-57
- 14. Soliciting Feedback
- pp. 58-60
- Part I. Supplementary Resources
- pp. 61-64
- Part II. During the Semester
- pp. 65-68
- 17. Clarifying Teaching Methods
- pp. 75-77
- 18. Choice of Graded Projects
- pp. 78-80
- 19. Office Hours
- pp. 81-84
- 20. Making Creative Process Explicit
- pp. 85-88
- 21. Redefining Effort
- pp. 89-91
- 22. Problem Finding
- pp. 92-94
- 24. Aha! Moments
- pp. 99-101
- 25. Grading and Mistakes
- pp. 102-105
- 26. Contemplative Practice
- pp. 106-108
- 27. Famous Artists' Early Work
- pp. 109-112
- 28. The Artist-Apprentice Dynamic
- pp. 113-115
- 29. Grading Participation
- pp. 116-118
- 30. Grading Discussions
- pp. 119-122
- 31. Self-Assessment and Creative Process
- pp. 123-125
- 32. The Language of the Discipline
- pp. 126-128
- 33. Assessing Research
- pp. 129-130
- 34. Skills-Based Assignments
- pp. 131-132
- 35. Creating Rubrics
- pp. 133-136
- 36. Using Rubrics
- pp. 137-140
- 37. When to Introduce a Rubric
- pp. 141-143
- 38. Student-Generated Rubrics
- pp. 144-147
- 39. Rubrics for Peer and Self-Assessment
- pp. 148-150
- 40. Common Rubric Pitfalls
- pp. 151-154
- 41. Structuring the Critique
- pp. 155-158
- 42. Critiquing in the Online Environment
- pp. 159-161
- 43. Peer Critique
- pp. 162-163
- 44. Art Directing vs. Critiquing
- pp. 164-166
- 45. Critique Journals
- pp. 167-170
- Part II. Supplementary Resources
- pp. 171-178
- Part III. Post-semester
- pp. 179-180
- 46. Requesting Feedback on Your Grading
- pp. 181-182
- 49. End-of-Semester Evaluations
- pp. 189-190
- 50. Norming Your Grades
- pp. 191-194
- Part III. Supplementary Resources
- pp. 195-198
- Acknowledgements
- pp. 199-200