V.T106

Reflect, Revise, Revue—Preparing Your Best Work for Exhibit

Students will select one drawing from their portfolios, revise the drawing, and mount it for exhibit. Students will then reflect on the selected drawing, answer three questions about the work, and tell two ways in which they could revise their work.

In the performance aspect of the assessment, students will use their written reflections to modify their artwork, making at least two changes to their original drawings.

In the final portion of the performance task, students will mount their completed artwork for exhibit. The final portion is not scored.

This item has not yet been field-tested.

Teacher Booklet

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Student Booklet

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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–REFLECTION

  • Dimension

  • Describes How Element(s) Are Used to Express Theme

  • Describes Most Successful Part of the Drawing and Provides Support for Choice

  • Suggests Revision Strategies

  • 1
  • 2
  • 3
  • 4

  • The student reports that he or she used lines, color, shape, and/or texture but did not describe how he or she used the element(s) to express his or her theme.

    N/A at this time.

  • The student describes how he or she used one of the following elements to express his or her theme: lines, color, shapes, or texture.

    N/A at this time.

  • The student describes how he or she used two of the following elements to express his or her theme: lines, color, shapes, and/or texture.

    N/A at this time.

  • The student describes how he or she used three or more of the following elements to express his or her theme: lines, color, shapes, and/or texture.

    N/A at this time.

  • The student used at least one art word to describe the most successful part of his or her drawing but does not explain why he or she selected that part.

    N/A at this time.

  • The student used one art word to describe the most successful part of his or her drawing and explained why he or she selected that part.

    N/A at this time.

  • The student used two art words to describe the most successful part of his or her drawing and explained why he or she selected that part.

    N/A at this time.

  • The student used three or more art words to describe the most successful part of his or her drawing and explained why he or she selected that part.

    N/A at this time.

  • Student does not suggest any way to revise his or her work to better express the theme.

    N/A at this time.

  • Student suggests one ways to revise his or her work to better express the theme.

    N/A at this time.

  • Student suggests two ways to revise his or her work to better express the theme.

    N/A at this time.

  • Student suggests three or more ways to revise his or her work to better express the theme.

    N/A at this time.

TEACHER SCORING RUBRIC–REVISED DRAWING

  • Dimension

  • Planned and Carried Out Revisions

  • Revisions Contributed to a Well-Designed Drawing

  • Craftsmanship

  • 1
  • 2
  • 3
  • 4

  • The student made one revision to his or her drawing but did not follow his or her earlier suggestions.

    N/A at this time.

  • The student followed his or her earlier suggestions to make one revision to his or her drawing.

    N/A at this time.

  • The student followed his or her earlier suggestions to make two revisions to his or her drawing.

    N/A at this time.

  • The student followed his or her earlier suggestions to make three or more revisions to his or her drawing.

    N/A at this time.

  • Student added color, shapes, lines, and/or texture to his or her drawing without attention to any design principles or additional techniques.

    N/A at this time.

  • Student’s revisions added to the success of the drawing through the use of one of the following principles or techniques: emphasis, repetition, variety, unity, balance, movement, pattern, cross-hatching, stippling, value drawing.

    N/A at this time.

  • Student’s revisions added to the success of the drawing through the use of two of the following principles or techniques: emphasis, repetition, variety, unity, balance, movement, pattern, cross-hatching, stippling, value drawing.

    N/A at this time.

  • Student’s revisions added to the success of the drawing through the use of three or more of the following principles or techniques: emphasis, repetition, variety, unity, balance, movement, pattern, cross-hatching, stippling, value drawing.

    N/A at this time.

  • Student’s revisions show a lack of attention to craftsmanship in the use of color, line, shapes, and/or texture.

    N/A at this time.

  • Student’s revisions show developing craftsmanship in the use of color, line, shapes, and/or texture.

    N/A at this time.

  • Student’s revisions show good craftsmanship in the use of color, line, shapes, and/or texture.

    N/A at this time.

  • Student’s revisions show excellent craftsmanship in the use of color, line, shapes, and/or texture.

    N/A at this time.
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