The images to the left are examples of critique guides I developed for use in the classes I teach.  I have a variety of methods which range from one-on-one writing critiques to large group discussion critiques.  In critiques, students discuss progress on artwork they are working on (formative feedback) or assess completed artwork (summative feedback), both of which require students to discuss the process of creation, meaning of artwork, and to analyze and assess social behaviors and patterns of individuals and groups. 

Gaining social skills for group discussions are pertinent to becoming an artist and/or designer who seeks and provides feedback from others equally.

Learning Target Tracker

The Learning Target Tracker is used for students to track learning progress throughout the course of a unit developed, to analyze and visualize learning data, and to centralize a location for all the learning activities and resources available for students.  Included is are several columns that can be used by teachers as a planning resource, which includes the National Visual Arts Learning Standards.  The section on the right includes space to write Learning Targets for the unit and classify the type of learning target, ie: Knowledge, Reasoning, Skill, Product.  These columns can be hidden to simplify the spreadsheet for student use.  The spreadsheet automatically graphs progress, assessing learning targets on a scale from 1-5 and the learning is tracked over time, using pre-assessments, formative assessments, and a summative assessment.  The last page of the document includes a list of learning resources for students to keep track of learning content, which can include Articles and Websites, Class Activities, and Products.

Social Skill Tracker

Below is an example of a Social Skill Tracker, which I developed for students to track, analyze, and visualize their self-assessed social skills, which is used before and after critiques.  At the end of the semester, students write an essay on their social skill development as part of the final.  The Social Skill Tracker is filled out throughout a semester where students track a total of 14 different social skills.  Each accumulative formative assessment receives a total score, which is visualized in a linear graph, so skills can be compared for visual learners.

Grading Rubric

Points to Grade Translation
The bottom left portion of the grading rubric explains how to numbers in the grading rubric translate into letter grades, which relate to school policies. I find this particularly useful as a reference point that helps students understand the value of points earned in project assignments in context to their other classes.

Peer Assessment
This column is useful for critiques. I ask students to sit at one another’s tables, grade work collectively as a team, or even in partners. I’ve created this column to support students learning from one another and to become acquainted with how subjective art and design can be when looked at it through established criteria, which can be challenged and discussed intellectually.

Self Assessment
This column is useful for self-reflection.  Typically, this is used with writing that supports their evaluations with evidence.

Teacher Assessment
This box at the bottom right is used by myself as an educator to communicate what grade was entered into gradebooks.  I always help students understand my flexibility with grading, particularly as it relates to growth and development, students with special needs, and personal circumstances.


I utilize a studying resource called Quizlet to help students learn vocabulary words for exams I create and proctor.  Quizlet creates flash cards, games, and quizzes to help students collaboratively and individually learn vocabulary words and provides differentiated learning opportunities, including hearing, seeing, and the translation of the words to a variety of languages, which is particularly helpful when English is a second language for students.

The exams I use are created and graded using Google Forms.  The exam shuffles questions and answer options, which requires students to genuinely comprehend and understand each vocabulary word, as opposed to a traditional exam that is distributed with the same question order and answer options, lending itself to potential cheating and rote memorization.  Results are analyzed using spreadsheets the form creates.

Pre Exam Average Percentage:  43.52% (F)

Post Exam Average Percentage:  93.36% (A)