Grading Scale

Grading Scale

We will use this grading scale for all critiques. I will expect you to know this scale and use the language on this scale during our discussions about your artwork and the artwork of your peers. I will also be posting this scale in the room.

If you do not receive the mark you wanted, you can always make improvements and get a higher mark.

 

Score Criteria
6 EXCELLENT QUALITY
  • consistently of high quality
  • imaginative, inventive, and confident articulation of the elements and principles of design;
  • shows a well-informed sense of composition;
  • shows obvious evidence of thinking;
  • demonstrates evidence of confidence and of their own spirit;
  • uses materials effectively; technique is generally excellent;
  • may show successful engagement with experimentation and/or risk taking;
  • Any apparent use of published or photographic sources or the work of other artists clearly provides a visual reference in the service of a larger, personal vision.

 

5 STRONG QUALITY
  • generally strong, although there may be inconsistencies in overall quality;
  • strong grasp of the elements and principles of design, using them to express a visual idea;
  • shows generally strong composition;
  • shows evidence of thinking; i.e., it conveys a sense that it is about something beyond the assignment;
  • may have qualities that may the viewer think;
  • shows a good understanding of techniques and materials
  • Any apparent use of published or photographic sources or the work of other artists shows a strong sense of the student’s individual transformation of the images.

 

4 GOOD QUALITY
  • demonstrates a good understanding of the elements and principles of design;
  • generally purposeful composition;
  • some manipulation of ideas, goes beyond the basics of the assignment;
  • shows a basic understanding of technique and materials
  • If there is apparent use of published or photographic sources or the work of other artists, the student’s individual “voice” can be discerned.

 

3 MODERATE QUALITY
  • emerging understanding of the elements and principles of design;
  • demonstrates a limited sense of composition;
  • shows a sense of real effort, but problems are not successfully resolved;
  • stays within the limits of the assignment given
  • might not show the technical skills needed to resolve the ideas it addresses;
  • If published photographic sources or the work of other artists are used, the work appears to be a nearly direct reproduction; the student’s “voice” is minimal.

 

2 WEAK QUALITY
  • generally awkward;
  • some ability at using the elements of design with little awareness of the principles;
  • weak in terms of composition;
  • simplistic solutions to design problems;
  • may not meet all the requirements of the assignment given
  • limited artistic decision making.
  • The works are copies of published or photographic sources or the work of other artists; there is little noticeable student “voice.”

 

1 POOR QUALITY
  • generally incompetent;
  • shows no apparent understanding of the elements and principles of design;
  • poorly composed;
  • little evidence of thinking/artistic decision making;
  • lacks a clear sense of intention;
  • reveals a lack of understanding of technique;
  • shows a lack of how to use the tools/media;
  • does not meet may of the requirements of the assignment given
  • The works are obviously direct copies of photographic sources or the work of other artists; there is no discernible student “voice.”