V.E401

Critical Reflection

Critical Reflection

Students will use the class critique method to explain and critique their own work. This assessment event allows students to exhibit their work and gives them an opportunity to work on their oral presentation skills in front of a group of peers.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students.


These are analytic rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

TEACHER SCORING RUBRIC—WRITTEN CRITIQUE

  • Dimension
  • Content

  • Understanding & Application

  • 1
  • 2
  • 3
  • 4
  • Student described his/her artwork with few details.
    Student didn’t include a description of the subject, medium, and inspiration.
    Student didn’t include elements of art or principles of design.

    N/A at this time.
  • Student described his/her artwork somewhat.
    Student included subject, medium, and inspiration, with little detail.
    Student was able to list elements of art or principles of design.

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  • Student was accurate and somewhat detailed in describing his/her artwork.
    Student included a description of the subject, medium, and inspiration.
    Student was able to list elements of art and principles of design.

    View Exemplar
  • Student was accurate and detailed in describing his/her artwork.
    Student included a description of the subject, medium, and inspiration.
    Student was able to list at least three elements of art and three principles of design.

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    View Exemplars
  • Student was unable to clearly articulate his/her learning and how it might apply to future work.

    N/A at this time.
  • Student was able to articulate his/her learning.

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  • Student was mostly able to clearly articulate his/her learning and how it might apply to future work.

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  • Student was able to clearly articulate his/her learning and how it might apply to future work.

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TEACHER SCORING RUBRIC—ORAL PRESENTATIONS

  • Dimension
  • Content

    Responded to questions: 1. Title of the piece: 2. Describe the artwork, including the medium, subject, and inspiration. 3. What elements of art did you use? 4. What principles of design did you use? Explain 5. What did you learn? 6. What would you do differently next time?

  • Voice*

    * Teacher may provide feedback on these dimensions, but they will not be used in calculating the student’s score for this assessment.

  • Poise and Posture*

    * Teacher may provide feedback on these dimensions, but they will not be used in calculating the student’s score for this assessment.

  • Eye Contact*

    * Teacher may provide feedback on these dimensions, but they will not be used in calculating the student’s score for this assessment.

  • 1
  • 2
  • 3
  • 4
  • Speaker reads most of the project, and has few transitions, has an opening or closing.

    N/A at this time.
  • Speaker describes some of the project, has an opening, and makes an attempt at closure.

    N/A at this time.
  • Speaker tells about the project, includes transitions, and has an opening and appropriate closure.

    N/A at this time.
  • Speaker tells about the project, includes clear transitions, has a good opening, and ends with a good closing.

    N/A at this time.
  • Projected some of the time, trailed off at others.

    N/A at this time.
  • Clear voice, some expression.

    N/A at this time.
  • Good voice and projection, some expression.

    N/A at this time.
  • Clear voice, plenty of expression, inflections show enthusiasm.

    N/A at this time.
  • Speaker was not in control much of the time, and speaker’s movements were distracting.

    N/A at this time.
  • Speaker seemed somewhat in control, and some speaker movements caused little or no distraction.

    N/A at this time.
  • Speaker seemed controlled, although speaker may have moved some of the time.

    N/A at this time.
  • Speaker seemed in control, and uses gestures naturally, with no fidgeting or moving.

    N/A at this time.
  • Speaker looks at audience only briefly or is focused on only one person throughout much of the speech.

    N/A at this time.
  • Speaker occasionally looks at the audience and pans the audience somewhat.

    N/A at this time.
  • Speaker looks at the audience much of the time while speaking.

    N/A at this time.
  • Speaker looks directly at the audience and pans the audience slowly while speaking.

    N/A at this time.
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