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I was teaching my 4th grade class about permimeter and area.  As we worked through problems I could see that they were getting the basic concept but not applying the skill.  I remembered an art project I saw.  That afternoon I altered my teaching schedule and brought art to the forefront.  The art lesson brought in square units and pattern sequencing.  We were able to complete the first aspect of the art lesson and the math lesson began to become more understandable for the students.
Here's the link on Pinterest where I got the idea: http://art-paper-scissors.blogspot.com/2011/05/chuck-close-portraits.html?m=1

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I found Donnor's assessment engaging and helpful.  I think that it helped the students with their own self assessment and peer assessments.  Students owned the notes they were given and still remained in control of their creativity.
So often we just give the written rubric to the students so they know what is expected.  I appreciated the visual rubric that demonstrated the differences between the level of difficulty in each student created work.
As a teacher starting out one difficulty that might be faced is in the management and training students in the actual use of giving critique and full understanding of the expectations of the rubric.  Checking on student comments to make sure they are positive and not malicious as students give peer reviews.
I truly like the visual aid for the rubric. I would implement that rubric for every project except with finished project pictures to show what the grade would be.

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When reading through the various assessments portfolio jumped out to me.  I am constantly keeping student work for display at open house.  Using a portfolio that includes work samples, reflective writing about hte process and the product and content knowledge would be a great addition to my repetoire.
Also, informing the students that the assessment process often includes more than 1 person and is often assessed by outside reviewers will provide the student with additional motivation to do better work. The student self-assessment through the reflective writing will be a great attribute to seeing how much they grow in their knowledge and creativity throughout the year.

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I liked the way Donnor's peer  assessment encouraged  students to really focus on the skill being taught.  Student participation in creating the rubric is a great way to foster a deeper understanding of what a successful piece involves.  There is value in not only evaluating another's work but also in taking comments from a peer and using them (or not) to improve a piece.   

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I liked the way Donnor's peer  assessment encouraged  students to really focus on the skill being taught.  Student participation in creating the rubric is a great way to foster a deeper understanding of what a successful piece involves.  There is value in not only evaluating another's work but also in taking comments from a peer and using them (or not) to improve a piece.   

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As the teacher of young students I would make sure to train my kids on how to appropriately critique a peer's work. Problems that could arise when kids assess other's work would involve, making rude or nonconstructive comments or not focusing on the skill being evaluated. I would practice evaluating an art piece together as a class before I had them evaluate each other's work independently.

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I have three students who have been acting out largely because of trauma that they are experiencing in their home lives.  It has been challenging lately to get them to interact positively with peers as well as engage in what we are learning.  As we have  been integrating art into our science investigations,  two of these students have become excited about creating and sharing what they have learned through their art.

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I would like to try using rubrics as a way to assess art standards taught in a lesson.  As mentioned in the module, rubrics "provide clear descriptions of learning expectations for students, and promote consistency in the evaluation of student work." I liked the idea of adding the visual portion to the rubric.

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Behaviors have been on the rise and have been both a challenge and a success in my classroom. I implemented an "art time" reward that the students can earn at the end of the week for excellent behavior and the students are loving it! These art projects are bright up our classroom and cleaning up our behaviors!

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I absolutely loved how the creator included visuals with her rubric! I can imagine how this addition could make a HUGE difference for students not only conducting peer reviews, but could also make rubrics in general more friendly and understandable for students. I am definitely stealing this idea! I also appreciated how the rubric was created together with the teacher and students creating more by-in and understanding. In the past when using peer assessments, I have encountered students struggling to understand the grading standards. Using visual could greatly improve that area of deficient in my classroom.

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I would like to try peer assessments + rubrics with my students next! I may work this into my lesson for this class as well!

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I'm in a new position as a High School English teacher. Holy moly, keeping up on grading has been like nothing else in my career. To help shoulder the load, I've increased the self-grading of quizzes via Google Forms, and also been working down a micro-teaching list to help them self-edit their own papers.

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I really appreciate the simplicity of the painting rubric this teacher created.  It is so clear and concise.  I especially liked the use of images to clarify exactly what the teacher is looking for.
I would imagine that 4th graders are well-capable of such assessments, but I would make certain they have enough skill-based knowledge to recognize aspects of the work.

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I would like to up my rubric game by adding images! I love the way that this clarifies expectations.

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Collaboration was the key!Let me start with my success. In the past, I have had mixed results with helping all of my students be successful at comparing fractions. It wasn't too difficult to teach my stronger students who tend to learn everything easily. Where I found  it challenging was helping All of my students master this skill. During a recent PLC meeting with my third grade team we all discussed this standard 3.NF.3 and collaboratively we came up with a 15 day challenge for third grade. We pooled all of our resources and used curriculum and supplemental material to create 15 days worth of lessons with 2 common formative assessments and 1 summative assessment. We agreed on what we would do with kids who needed extra help based on our formative assessments. Then we agreed to teach the lessons we came up with during the same 15 days. We met each week to go over scores on our formative assessments and discuss interventions for students who needed more help It blew all of us away. 88% of students answered 13 or more of the 15 questions correctly on our summative assessment. The big benefit was in the collaboration. We were able to group students that needed more practice in small pods and trade them among teachers. Not only did we help students, but I know it helped me be a better teacher too. The process wasn't always easy. Collaboration can be challenging, but it was worth it!

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Collaboration was the key!Let me start with my success. In the past, I have had mixed results with helping all of my students be successful at comparing fractions. It wasn't too difficult to teach my stronger students who tend to learn everything easily. Where I found  it challenging was helping All of my students master this skill. During a recent PLC meeting with my third grade team we all discussed this standard 3.NF.3 and collaboratively we came up with a 15 day challenge for third grade. We pooled all of our resources and used curriculum and supplemental material to create 15 days worth of lessons with 2 common formative assessments and 1 summative assessment. We agreed on what we would do with kids who needed extra help based on our formative assessments. Then we agreed to teach the lessons we came up with during the same 15 days. We met each week to go over scores on our formative assessments and discuss interventions for students who needed more help It blew all of us away. 88% of students answered 13 or more of the 15 questions correctly on our summative assessment. The big benefit was in the collaboration. We were able to group students that needed more practice in small pods and trade them among teachers. Not only did we help students, but I know it helped me be a better teacher too. The process wasn't always easy. Collaboration can be challenging, but it was worth it!

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Now

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Balloon rocket chaos was how I would describe a recent force and motion lesson.  The lesson was supposed to illustrate Newtons Law- For every action there is an equal and opposite reaction. Well I made many mistakes that I would change if I ever taught the lesson again. I passed  out balloons to everyone at the same time, and then felt frustrated when students goofed around in line while waiting to launch their rockets. They would blow the balloons up and let out the air, and I started actually saying things like, "If you blow up the balloon one more time, you will not participate in the launch." When that came out of my mouth, I knew that it was my mistake to even have given them the balloon that early. Of course they were going to blow them up in line. What was I thinking?  At that point, collecting all the balloons felt like it was not an option, so I just kept launching rockets. The launching took much longer than I thought it would, and I was so frazzled by the end that I did a rushed job of connecting what they had just done to Newton's Law. I have taught for 21 years, and  I still come across lessons that make me reflect deeper than usual about what I could do to improve them. My only consolation on this disaster was that my students thought it was super fun. So even though I doubt much scientific knowledge was gained during that lesson, at least the students had a positive experience.

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Balloon rocket chaos was how I would describe a recent force and motion lesson.  The lesson was supposed to illustrate Newtons Law- For every action there is an equal and opposite reaction. Well I made many mistakes that I would change if I ever taught the lesson again. I passed  out balloons to everyone at the same time, and then felt frustrated when students goofed around in line while waiting to launch their rockets. They would blow the balloons up and let out the air, and I started actually saying things like, "If you blow up the balloon one more time, you will not participate in the launch." When that came out of my mouth, I knew that it was my mistake to even have given them the balloon that early. Of course they were going to blow them up in line. What was I thinking?  At that point, collecting all the balloons felt like it was not an option, so I just kept launching rockets. The launching took much longer than I thought it would, and I was so frazzled by the end that I did a rushed job of connecting what they had just done to Newton's Law. I have taught for 21 years, and  I still come across lessons that make me reflect deeper than usual about what I could do to improve them. My only consolation on this disaster was that my students thought it was super fun. So even though I doubt much scientific knowledge was gained during that lesson, at least the students had a positive experience.

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I really loved the use of the peer suggestions, and I loved that the suggestions were on post it notes on their artwork for easy reference.I would love to know if there was any front loading for the students in order to get quality suggestions, or if going through the process of making the rubric gave students enough background. I have used peer editing and suggestions in both writing and math, and I have noticed it is easy for students who are at or above grade level, but that struggling learners have difficulty writing meaningful suggestions. I would love to hear how other teachers provide scaffolding for struggling students in the area of peer suggestions. I am already thinking of some art lessons where creating a group rubric would be helpful. My only concern is the time it would take. I would have loved to have been able to see more video with that process to get a better idea of how much time it took to go through the entire process

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I love the idea of visual rubrics for things like creating texture. The fact that the students created and classified the visual rubric was amazing.

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I would have to agree that spring has sprung and I have a class full of kids with crazy allergies or crazy behavior! Survival for the next two weeks is my main goal :)

On a good note, my kiddos just did a great lesson on Starry Night.  We broke the piece of art into a grid and each student created their own small square that we then put together as a HUGE piece of art hanging in our classroom now.  It's not perfect, but it's really great and beautiful to look at.

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I have a student who's parents are going through a divorce. He struggles with behavior and dealing with feelings of not being good enough. He was having a hard time with lines of symmetry in our math. I found a kit activity where we drew lines of symmetry on our kites, then they painted them with karo syrup and food coloring for a stained glass look. It was a fun way to extend the math concepts.

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I have a student who's parents are going through a divorce. He struggles with behavior and dealing with feelings of not being good enough. He was having a hard time with lines of symmetry in our math. I found a kit activity where we drew lines of symmetry on our kites, then they painted them with karo syrup and food coloring for a stained glass look. It was a fun way to extend the math concepts.

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I loved hearing the students give great suggestions. In order to evaluate another piece of work, they had to understand the expectation themselves. I think a challenge with peer assessments is just making sure the suggestions are constructive instead of unkind. I use a lot of pictures since I teach first grade in my rubrics. I usually have a sample of what I need their projects to look like. I would like to add some samples of different levels so they can see where they are in the rubric before they decide they are done with the assignment.

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I would add different levels to the visual rubric for self reflection and peer evaluation.

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The challenge I have faced is giving up my classroom for a week of state testing.  My students are used to the structure and familiarity of their class.  We made it through the week but encountered some challenges.
A success we have experienced is with our lepricaun traps. The students used the lessons we have been learning in science to build traps to catch lepricauns. They incorporated their art skills with the colors and backgrounds of their projects. The entire school came through and each of the students shared how they made it and how their traps worked.

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I found the process of peer assessments engaging and challenging for the students.  It is a great way to have students share their knowledge through suggestions.  I also thought it was great that the student could make the changes suggested or continue with their project with the way they envisioned.
Some challenges I see that teachers may face is when students are too critical of each other.  They would need to ensure that students understand the guidelines for giving suggestions.
With 2nd graders I would modify the assessment process with small group discussions with an adult overseeing.

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I would like to incorporate rubrics with visual images into the class. 2nd graders need to see what the expectation is and then be allowed to proceed with their creativity.

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A challenge was doing the state testing at our school site, which required me to be out of my own classroom for most mornings for several weeks. A success was that we grew together as a class; socially & academically.

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I appreciate the opportunities for students to use peer assessments, but I feel like they would need to be trained on their proper use.  For example, I had a student the past two years who would have gone out of his way to give peers negative comments.  

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I appreciate the opportunities for students to use peer assessments, but I feel like they would need to be trained on their proper use.  For example, I had a student the past two years who would have gone out of his way to give peers negative comments.  

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I am looking forward to incorporating rubrics into my art lessons. Eventually, I would like to add student portfolios to the mix.

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I thought that Donnor's use of peer assessments was engaging and involved.  I think that it's nice to give students the opportunity to practice giving and receiving feedback; some students may be uncomfortable with this though.  I thought that having the visual rubric was very helpful for the students to use as a guide.  I really liked this quick snapshot of the lesson overall and can see using the visual rubric and peer assessments in my classroom.

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I think I would like to start with creating and using some visual rubrics with my students. I am also very interested on using peer assessments, but want to prep a bit more for that!

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I would like to try and add more peer feedback for assessment in my classroom.  Even though my students are younger I feel that they would respond well and peer feedback would be a powerful tool. 

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I would like to try and add more peer feedback for assessment in my classroom.  Even though my students are younger I feel that they would respond well and peer feedback would be a powerful tool. 

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I liked the idea of peer feedback.  As a teacher I think the biggest challenge one would face would be to teach students to use feedback appropriately, as well as finding the time in the lesson.  These are two struggles that I could see having with this strategy. 

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I liked the idea of peer feedback.  As a teacher I think the biggest challenge one would face would be to teach students to use feedback appropriately, as well as finding the time in the lesson.  These are two struggles that I could see having with this strategy. 

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One success I have had is trying out different art mediums that I myself am not too familiar with through this process.  My students and I have really enjoyed this journey.  One of the challenges is as the year ends trying to get the students to maintain the behavior I know they are capable.  Summer is here! 

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One success I have had is trying out different art mediums that I myself am not too familiar with through this process.  My students and I have really enjoyed this journey.  One of the challenges is as the year ends trying to get the students to maintain the behavior I know they are capable.  Summer is here! 