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Assessing Creative

Posted on Jul 24, 2012 by Meredith Blache Latest activity: Jul 26, 2012

Posted In:
Teaching
Products Used
  • Adobe Premiere Pro
  • Dreamweaver
  • Photoshop
  • Photoshop Touch
  • Photoshop Elements
  • Illustrator
  • InDesign
  • Adobe Premiere Elements
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How are you evaluating, assessing students work based on creativity?

Comments (8)

Judy Durkin

Posted on Jul 26, 2012 2:48 PM - Permalink

Part of EVERY creative assignment - students are required to produce thumbnail sketches - the number of sketches depends on the scope of the project. NO student can proceed without having first done some brainstorming, warm-up, and concept sketches. This idea that young designers have of shoving pixels around the screen until magic appears is unacceptable. Good art, good design is a process that must be taught and learned. The computer is a tool, but the student brain is where the magic happens.

Don Wass

Posted on Jul 26, 2012 2:36 PM - Permalink

I think if we are just talking about the assessing of creativity in a classroom then we must recognize how elusive this can be. I know as a painter myself I'm having a constant inner dialogue about what ifs. This can be the most creative part of the process. When my students are doing this I probably miss it most of the time. And they don't recognize the potential of an idea most of the time. So I encourage them to quickly sketch out these little gems even when they may not see their value immediately. They become an important part of their portfolio but may never make it into a finished work of art.

Judy Durkin

Posted on Jul 26, 2012 2:33 PM - Permalink

In Art class I watch every student in every class. I know which students are shirking and which are really giving it their all. At the end of the semester I often have students who have broken through that magical barrier and found the joy in creativity because they put in the effort. Eventually, through sustained persitence and experimentation, the quality of their art will surpass the student who came to the class with natural ability.

Judy Durkin

Posted on Jul 26, 2012 1:51 PM - Permalink

I base my grading in Art classes on two things: Did they follow directions? and- How much effort did they put into their work?

Grading on talent is not fair- even at the high school level. There is always a ringer that can draw or paint better than anyone which is totally demoralizing for the rest of the students in the class. Therefore, effort should be rewarded because in the long run, sustained effort will pay off in improved ability and artistic outcome.

Directions and Effort.

TJ Fletcher

Posted on Jul 26, 2012 2:04 PM - Permalink

To a little extent, I disagree...not much...just a little. ;)

I think talent should factor in...Art (or any other course for that matter) is not a competition where you can only have one winner, so the notion of a ringer seems flawed. I understand how it could be demoralizing to some students, but at the same time...how demoralizing is it for the person with talent to be awarded or earn the same grade as someone who completely lacks the talent but simply tries hard. I've had plenty of students who knew how to play the game and "look" like they were trying hard. What will continue to drive the student who has talent to give 100% at that point? So, for me...effort played a role in determining the grade, but not to the same extent. Maybe that was because I taught chemistry...I don't know?

Just my two cents. ;)

Debbie Keller

Posted on Jul 25, 2012 9:15 PM - Permalink

I agree, grading subjectively can be difficult to explain or defend if needed. I try to always have rubrics and include basic design principles on the rubric since many of those can be very easily graded objectively. I also grade on the skill sets I was looking for. That seems to help a lot and the grading certainly looks more realistic and I can back it up.

Don Wass

Posted on Jul 25, 2012 5:06 PM - Permalink

As an art teacher, creativity is what we do. I talk about it, encourage it, and expect it to happen in the process of art making. But evaluating it is very subjective. I choose not to grade individual works of art. My students are graded on a portfolio of work that includes everything they do in my room. The experiments, sketches, false starts, are valued as much as a final image. Students aren't afraid to grow in new directions with this kind of class structure.

Meredith Blache

Posted on Jul 25, 2012 10:01 PM - Permalink

I always found it hard when giving an assignment for example that was about complementary colors and the student created a beautiful piece yet they did not use complementary colors. It was difficult to give them a low grade but according to my rubric it was clearly spelled out.