SchoolArts Magazine

AUG-SEP 2013

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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Page 18 of 56

aSSeSSMent The ACES Model Thom Knab A second nature to students. This allows bout eight years ago, I students to see patterns in how they focused my professional work and to set goals for future work. development on gaining as much knowledge as attributes possible about student assessment. I In my artroom, I post the generic attriwanted to create an assessment model butes that are included in each area to that would work for myself and my be assessed. Each attribute is defined elementary students. further into specific rubrics, using After much research and participaa four-point scale for each rubric. tion at state and national conferences, Below is a list of what I ultimately created a four-attribute I wanted to create an might be observed for model I call ACES. assessment model that each attribute. Each is expressed in the form of ACES stands would work for myself a question that students for Artisanship, and my students. could ask themselves. Creative process, Expression, and Artisanship: Is my work neat and Structure. This model was created complete? Did I show the skill the with the intention of clearly defining way the teacher showed me? Did I exactly what I expect from students, show attention to detail? Did I persist? and making sure that students know exactly what is expected of them. Creative process: Did I use my sketch The model is also intended to create paper? Did I plan my artwork? Did I consistency within my assessment develop a good sketch? Did I refine, structure and to make the process 16 August/September 2013 SchoolArts practice, create, present, solve, reflect, develop, gather, and sketch? Expression: Can I demonstrate how I created emotion, message, meaning, or idea in my artwork? Did I create the correct genre (landscape, portrait, abstract, still life, etc.)? Did I create using the correct style, subject matter, and/or media? Structure: Did I use all my space correctly? Did I use the elements of art and principles of design to create a unified and organized artwork? grading Slips To go along with the ACES model, I created grading slips for students to attach to their completed work. I simply circle the number on the rubric that reflects their achievement level. Sometimes I even have students grade themselves; they circle their Continued on page 47.

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