I have tried several ways. I have used rubrics, I have had them turn the jewelry into me, and I look at it and grade it, and I have had students bring their projects up to me and I discuss the grade I think they deserve, versus the grade they think they deserve. The problems I have had, is that rubrics take the creativity/effort out of the equation unless I get something so complex I hate to use it. I also have to give scripted assignments; the students can't do much in the way of personal creativity.
When it comes to having the students turn their stuff in, I have to grade it right away and give it back, or they have a conniption fit. But, there are always some who aren't there to get the projects back, so I end up having the things laying around, and it seems like I always lose something, generally to theft. It was annoying and to top it off, there was always someone who was not satisfied with their grade, but they couldn't produce the project, and I couldn't defend the ruling.
When I call the students up to grade with them it seems like at least a quarter of the class is not finished and so I waste a whole period then have to do it again, and again, and again, and again(get the picture).
Now I have a white box that I photograph their work in, then I grade it from the picture. I like this method pretty well, because I don't have to worry about losing their projects and I can do the actual grading when I feel like it. Another benefit is that I have the pictures to show students examples. I put them in slide shows as I introduce new projects, and we have the pictures for critiques. The down falls are that I have to crop and adjust every picture because I want them to look good and I don't have great lighting. Then the students take pictures of the good side of things so I don't always get an accurate view of things.
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| This ring shows a fairly accurate view for grading. It is soldered well, and the bezel is clean. It looks great, even if they could have filed the wire ends a little better. |
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| This ring look pretty good from the picture, but I can't see what the band really looks like. Then I found out later that the bezel was not soldered on and the back of the band was broken. |
I wish I had a sure-fire solution to this one. I have gone through similar pains to get the grading done in a "timely, fair and equitable manner." Like you, if I have them turn it in for me to grade, no matter how careful I am, something gets lost, or parts (of bracelets or key fobs) fall off and get mixed up.
ReplyDeleteOne thing I have tried that seems to work about as well as anything is this: I have a basket of mat board pieces. Students cut a slot in the board to accommodate the piece they are turning in. The piece is put into the slot(for rings, they are cut into the center of the board and pushed through and then taped). Their name, class period, and the assignment is written on the back of the card. The card is then placed in a special wooden box reserved just for my jewelry classes. I can then take the pieces and grade them as I am able. I can keep the box locked up somewhere if I need to. I've really had to work hard to get most of the students to realize that they are not the only single individual who is waiting for work to be graded. I have to keep at it myself to be sure I don't just leave the box locked up and not get stuff graded.
I have a rubric sheet that I use to assess the work. I used to hand one out to each student but they are left behind and just make more stuff to manage, so I try to post them in my "online classroom" for students to refer to on their own. If a student is losing points, I take a minute and write the reasons for the lost points on the back of the card. Most of them don't have a problem with that, since they are pretty much already aware of problems in a piece. If they don't agree, we find a minute to sit down with the rubric and discuss it until we can come to some kind of agreement.
In those cases where a student is in a frenzied state of separation anxiety with their piece, I will sometimes have them hang around after class or come back a lunchtime to complete the grading of their piece just to appease them and end the sobbing and whining. Sometimes though, I am more interested in giving them a lesson in patience. ;o)
For me finding the time to get it all done is the biggest issue!
CREATIVITY-- hmmm
Like you, my students are still really struggling with personal creativity. They seem to want a cookie-cutter solution rather than thinking and innovating something new and different. In an effort to help them along, my students complete a weekly idea reference sheet for their journals. I have them go through catalogs and magazines to find pictures of jewelry they like. They are encouraged to look for jewelry made using the particular technique we are working on in class at the time. In one column they glue the image from the catalog or magazine(not an internet assignment). In the opposite column they have to redesign that piece, drawing it out, and noting the changes they would make. They also have to list the source of the original image. This is graded at 25 points a week. This is part of the total journal that I have them keep. For some of them, I think it helps get them thinking and looking at jewelry. There are always those who are simply putting in the seat time and choose not to participate, which cuts into their grade too.
I also have my students complete a written project each quarter. If you would like a copy of these assignments, let me know and I'll email them to you. (Not sure if I can attach them here.)
I would like to know more about your journal assignments.I have tried sketchbooks before, but I always end up petering out after a few weeks and they only fill up about 5 pages.
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