Highly developed technique. Superior use of selected media.

Acceptable level of technical ability is demonstrated. Selected media mostly used successfully throughout.

Technical ability inconsistent. Media adequately used.

Lack of technical ability. Inappropriate media selected. Media not successfully used.

Successfully shows new and unique solutions. High degree of invention. Cubist style is evident throughout.

Some originality. Moderate application of new ideas. Most objects reduced to simple geometric shapes.

Solves problems conventionally. Relies on other's ideas. Some objects altered, others retain traditional shapes.

Limited originality. Confusion in interpretation. Lack of understanding of cubism is evident.

Well composed. Incorporates elements and principles in a creative way. Objects, as well as background, have been considered.

Shows compositional awareness. Used one or more elements or principles effectively. Background is not well integrated.

Acceptable composition. Awareness of elements and principles, but not used creatively. Background inconsistent with dominant element.

Unsuccessful composition. No use of elements and principles. Background not considered at all.

Self critique shows high level of thought process and product. Critique of others based on understanding of elements and principles of design.

Self critique indicates reflection on process and product. Critique of others' work is articulate and positive.

Self critique incorporates few elements. Critique of others' work is simplistic and communication skills are weak.

Self critique does not address elements and principles of design. Inability to communicate clearly.

Any type of assessment in which students create a response to a question or task. In traditional assessments, students choose a response from a given list, such as multiple choice, true/false, or matching. Alternative assessments can include short answer questions, essays, performance assessments, oral presentations, demonstrations, exhibitions, and portfolios.

Judging a performance several times along several different important dimensions.  An example might be the judging of a piece of persuasive writing for the author's attention to audience, correct use of grammar and punctuation, focus on the topic, and persuasiveness of argument.

Examples of performance that serve as a standard against which other papers or performances may be judged.  In writing, anchor papers are selected from actual student essays that are considered to exemplify the quality of a performance level of 1, 2, 3 and so forth.  If used with analytical trait scoring, there may be anchor papers or benchmark performances for each trait being assessed.

From the Latin "Asssidere," to sit with.

A form of assessment in which students demonstrate their grasp of skills and knowledge using a variety of methods, such as oral presentations, skits, video presentations, posters, or portfolios with samples of their work.

An understanding of difficult concepts and ability to apply sometimes conflicting information to solve a problem that may have more than one correct answer.

Using scoring guides and/or anchor papers to assign a single overall score to a performance.

The process of thinking about and regulating one's own learning.  Metacognitive activities include recalling/reviewing what you already know about a topic, identifying gaps in your knowledge, planning strategies to fill those gaps, assessing the relevance/importance of new information, and revising your beliefs about the topic short answer questions, essays, performance assessments, oral presentations, demonstrations, exhibitions, and portfolios.

Direct, systematic observation of an actual student performance or examples of student performances and rating of that performance according to pre-established performance criteria.  Students are asked to perform a complex task or create a product.  They are assessed on both the process and end result of their work.  Many performance assessments include real-life tasks that call for higher-order thinking.

A description of the characteristics that will be judged for a task.  Performance criteria may be holistic, analytical trait, general, or specific.  Performance criteria are expressed as a scoring rubric or scoring guide.  Anchor papers or benchmark performances may be used to identify each level of competency in the scoring rubric or scoring guide.

An assessment process based on the collection of student work (e.g., writing assignments, drafts, artwork, etc.) that represents skill competencies, exemplary work, or the student's development progress.

A rubric is an explicit description of performance characteristics corresponding to a point on a rating scale.  Use of a rubric helps the teacher/rater correctly place work on the scale and implies that a rule defining the criteria of an assessment system is followed in evaluation.  In general a rubric is a scoring guide used in subjective assessments.

A goal-directed assessment exercise.  If the task is authentic, it is designed to elicit from students their application of a broad range of knowledge and skills to solve a complex problem.

Helps educators to teach in, through and about the arts. Teaching Materials focuses on the national art education standards and provides K-12 teachers with curriculum units, lesson plans, activities and other ideas for integrating the arts into classroom teaching.

Braque1
http://www.mcs.csuhayward.edu/~malek/Braque.html

Includes samples of Braque's work.

Cubism
http://www.artlex.com/ArtLex/c/cubism.html

A visual arts dictionary with links, additional information about the arts as well as examples. 

Learning Art Criticism Skills to Enrich the Museum Experience.