Universal Reflection Sheet and Rubric

Universal Reflection Sheet and Rubric
Universal Reflection Sheet and Rubric
Universal Reflection Sheet and Rubric
Universal Reflection Sheet and Rubric
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40 KB|2 pages
Product Description
This 2 sided sheet can be used as is or modified to suit your specific needs. Its also something that you might want to use as a jumping off point for your own class.

Let me explain how I use it.

After most projects students have to fill out the Reflection Sheet. There are two parts. The Rubric and the Written Reflection.

The Rubric can be used for any project with how I have laid out the big categories for any work of art. Since I was having problems with students signing full names and section I added that but that was out of necessity.

Notice there is a column for the students to grade themselves. That is filled in before I receive it. It allows them to think about their work in a more cohesive way. It has also saved me in Parent/Teacher conferences because most students are pretty honest with their own grading if they have to be systematic and thoughtful about it.

The next 10 questions are designed to help those students who might not have the best art skills. These students get to use their writing, creative mind, and insights to secure a good grade in this portion of the project. This speaks to those that might eventually get a position as an art critic or writer as an example.

A partical breakdown of the written part.

Number 1- I don't expect a full sentence for that answer.

Number 3 -Its about the mental process primarily on how the student ended up with that idea. Their work might be inspired by a book, or music a particular artist, whatever it is I would like to know.

Number 4-Differs from Number 3 in the sense that the students tell me the physical process of getting to their end results. This can be bullet pointed. I explain to my students that by understanding their process better than can make better decisions and do not underestimate the process and how many decisions they make.

Number 5-This trips them up. I talk about English where they are always talking about themes and big ideas and so we use that process here as well. I mention to them to go back to their Title as that often has clues to the Main Idea or Theme and they didn't even realize it. If they can't find a Main Idea or Theme we talk about if that is perhaps a concern for the work visually, as it often is.

6-As much as the students want to say "Make it bigger" that doesn't fly. Its important for them to think outside of the box and I want it to be a good thought game. Perhaps they go and use stained glass or a wall mural and expand on the Main Idea or Theme, but not just a bigger version.

7-If they haven't learned anything or gained insight, then they (or I perhaps) did something wrong. I do take, "I learned that pastels are really messy. Since they are so messy I have a hard time working with them and I now hate them." Perfectly fine.

9-Is another tough one for them. They want to say its because they "worked hard" or they "put in a lot of time" and I do have to point out that one can work hard and put in time and still it isn't a strong work. So explain why and how they deserve the grade they put in the box. Here they are also very honest and it has saved me from the Parent/Teacher conference with parents who think showing up for at class deserves an A. I pull out their son or daughter Reflection Sheet and they will have it on, "I didn't work very hard on this" or something similar that helps Admin or a Parent know you are looking at the students work deeply, as is the student.

10-Even an n/a is ok here for me. Some students want to tell you how much they liked or disliked the project. I always ask why after that.

Most of my projects have 3 grades. Thumbnails, Reflection Sheet and the Final Project and there is a place for that to be filled out.

I don't use word, I use Pages and don't mind sending a Pages file to anyone who wants it but .pages file types are supported here.
Total Pages
2 pages
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