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.
Student was unable to visualize a solution to the design problem. Ideas sketched were copied or restated.
Student visualized one idea in order to solve the design problem. Ideas sketched were combined in ways that may have been derived from the thinking of others.
Student visualized more than one idea in order to solve the design problem. Ideas sketched were combined in original ways.
Student visualized multiple ideas in order to solve the design problem. Ideas sketched were combined in original and surprising ways.
Student’s plan for artwork was incomplete, and meaning was not clearly described. Materials and processes the student chose had little connection to his or her intended meaning.
Student’s plan for artwork was vague and did not clearly describe meaning. There was a connection made between the materials and processes chosen and the artist’s intended meaning.
Student was able to develop a plan for artwork that conveyed meaning. Student chose materials and processes that enhanced meaning making.
Student was able to develop a plan for artwork that clearly conveyed meaning. Student chose materials and processes that effectively enhanced meaning making.
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