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Rose - I gave a math test after searching kids down for corrections on numerous homeworks and not being sure if anyone was going to do well on the unit test.  They did great - so was it the collective hard work on making sure they understood the concepts, or did they get it I didn't see it?

Thorns - Kids that come to school unprepared to learn bring me down.  It is usully not their fault, but it is one of biggest challenges.  Lack of sleep, unstable home, parents not available, and hungry kids all affect how a student learns.

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Roses- I have recently had a high school art student of mine intern at our local elementary school because she wants to be an art teacher. She loves art and has found the art room to be her safe place, and wants to provide the same for others when she graduates.
Thorns- My schedule as an art teacher is pretty time consuming, and I often teach a non-art course for a period or two as well. Over the years I have found that I never really produce art on my own anymore. Just a little bit in the summer. This has been pretty hard for me as a creative person but I spend so much time on art throughout the week, that when I come home in the evenings I just don't have the desire or I am swamped with lesson planning and grading.

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I liked her use of peer assessments.  The students were truthful and had suggestions to make the art better.  The challenges I might face is that my kids would not give a truthful peer assessment - middle school egos are fragile.  I really liked the visual rubric and think that is a great way to show the differences in a  1-4

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I liked her use of peer assessments.  The students were truthful and had suggestions to make the art better.  The challenges I might face is that my kids would not give a truthful peer assessment - middle school egos are fragile.  I really liked the visual rubric and think that is a great way to show the differences in a  1-4

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I will definetly try the visual rubric.  I feel like it will help the students see expectations - which I don't believe they have ever seen in art.  I will also give peer assessment a try with careful grouping of the peers.  

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I will definetly try the visual rubric.  I feel like it will help the students see expectations - which I don't believe they have ever seen in art.  I will also give peer assessment a try with careful grouping of the peers.  

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Analyzing Donnor's Peer Assessments:  Donnor's peer assessments were fairly effective. Many students were using the feedback from their peers to adjust their artwork. Part of the reason this worked so well was because the students had been taught how to use the rubric ahead of time and had helped in its development.  Teachers in the art world often shy away from peer assessments. I think it is because of the fear that students will be unkind to each other. The trick is to teach appropriate assessing strategies ahead of time, and to use a rubric, much as Donnor has done. If I were to modify this for my classroom, I would not have partners, but instead I would have small groups of 3-5. In high school attendance can be an issue and this way there is less of a chance that someone will be left without their art partner.

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Analyzing Donnor's Peer Assessments:  Donnor's peer assessments were fairly effective. Many students were using the feedback from their peers to adjust their artwork. Part of the reason this worked so well was because the students had been taught how to use the rubric ahead of time and had helped in its development.  Teachers in the art world often shy away from peer assessments. I think it is because of the fear that students will be unkind to each other. The trick is to teach appropriate assessing strategies ahead of time, and to use a rubric, much as Donnor has done. If I were to modify this for my classroom, I would not have partners, but instead I would have small groups of 3-5. In high school attendance can be an issue and this way there is less of a chance that someone will be left without their art partner.

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There were numerous types of assessment tools to look at. I currently use a lot of rubric based assessments, and portfolios. I think I would really like to try having my students generate some of the rubrics themselves before we begin our pieces. 

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There were numerous types of assessment tools to look at. I currently use a lot of rubric based assessments, and portfolios. I think I would really like to try having my students generate some of the rubrics themselves before we begin our pieces. 

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My roses are the students who ask questions, just about any questions.  I am overjoyed to talk to students about how the world works, why people do what they do, how to be a well rounded person and not just academic pencil and paper questions.  I recently had a student with CF sit with me for about 40 minutes trying to explain and ask and get out all his thoughts on his illness, it was so eye opening.
The thorns I have are students who will try nothing on their own. A blank paper, a blank stare and they ask me to write it down and they'll just 'get to it' later. No self help, will not read the section, will not look on Youtube, will not talk to a classmate. "Give me the answer and go away" Wanting answers and not understanding is my hardest idea to wrap around.

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The use of peer assessments seemed to work well. The students had prior knowledge of the brush strokes, the rubric and the technique. The students may have been just repeating what they heard rather than understanding why it's the proper choice. Teachers are to be wary of peer assessments for each and every class. Students can be very harsh and very nitpicking of personally geared artworks. Perhaps a rubric or multiple choice of positives and "improvement" critique to simply check off with no personal 'word choice' only approved vocabulary could narrow down the ability to cause distress.

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I would like my students to self assess the basic vocabulary about their project: composition, color usage, elements of line.  They would be asked to do a writing sample, tell what elements they used best, what the theme of their work was, the story behind it and how/what to add (if needed) to make their ideas open to the eye.  Other students may create short peer guesses on what the theme or story may be to see if the student work was effective.

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One success I've had is the development of an activity where students have to find corresponding representations in math.  The students had to be able to manipulate and convert data to figure out which representations went together.  This generated some fantastic discussions (and arguments).
For a thorn: having students that have exited RSP come into my math class, and we've been working on this unit for many weeks.  I don't know of any way I can "catch them up".

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I think this assessment was very effective.  One of the things that helped to make it so was when the students first sorted small paint cards into levels 1-4.  That made them truly analyze each level and understand it. Then, using student cards to help create the rubric helped to create ownership.
Another thing that made this successful was how the students used the feedback.  They could use it or choose to work on another part of their painting, or they could choose to use the rubric to improve their techniques.
I like the peer created rubric--where students decide what samples are at what levels.  I'd like to incorporate that into my class.

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I love the visual rubric.  I'm trying to think of a rubric I could use in my lesson--which involves creating a monochromatic painting (integrating ratios and art for a math class).  I think the visual rubric helps students understand the concept better. I also like peer assessments.  I like students being able to give each other feedback.  It encourages those who usually don't have a voice to speak up and it also gets students using the targeted academic vocabulary.

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I love the visual rubric.  I'm trying to think of a rubric I could use in my lesson--which involves creating a monochromatic painting (integrating ratios and art for a math class).  I think the visual rubric helps students understand the concept better. I also like peer assessments.  I like students being able to give each other feedback.  It encourages those who usually don't have a voice to speak up and it also gets students using the targeted academic vocabulary.