V.E410

Mid-Process Self-Evaluation

Students will stop midway through a longer assignment to think about their process. A fundamental part of the artistic/creative process is to problem-solve, make decisions, and edit. Often, artists get emotionally caught up in the process, and when something doesn’t seem to be working out, they get discouraged and want to quit. An important studio habit of mind is to engage and persist. An exercise like this encourages artists to work through a difficulty and to problem-solve by reflecting, experimenting, and revising.

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

Teacher Booklet

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Student Booklet

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This is an analytic rubric. 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

  • Dimension

  • Metacognitive Skills

  • Writing Fluency

  • 1
  • 2
  • 3
  • 4

  • Student responded to two or fewer questions with little or no clarification and reasoning.

    Comments appear to lack personal reflection.

    View Exemplar

  • Student responded to three to four questions.

    Student was able to articulate neither his or her artistic process at an emerging level.

    Comments appear to lack much personal reflection and contain very few personal examples.

    View Exemplar

  • Student responded to five to six questions.

    Student was able to articulate his or her artistic process with clarity

    Comments appear to be based on personal reflection and use some personal examples and details to support thinking.

    View Exemplar

  • Student responded to seven or more questions.

    Student was able to articulate his or her artistic process with clarity, reasoning, and insight

    Comments appear to be based on deep personal reflection and use personal examples and details to support thinking.

    View Exemplar

  • Student’s writing is very unclear and disorganized in recording of observations and thinking.

    View Exemplar

  • Student’s writing is unclear and/or disorganized in recording of observations and thinking.

    View Exemplar

  • Student’s writing is somewhat clear and organized in recording of observations and thinking.

    View Exemplar

  • Student’s writing is clear, well-developed, and organized in recording of observations and thinking.

    View Exemplar
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