These 10 tried and tested resources are designed to be practical, meaningful and efficient. Many share assessing objectives with your students from the start which is best practice. 1) Assessing a Drawing A grid to help assess an observational drawing. The grid looks at line, tone, shading, detail and accuracy. This could be used for teacher, peer or self assessment. 2) Assessing a Photograph An essential rubric for teaching students to assess their own photographs. I would use this with students who are new to photography. It looks at: Focus Background Composition Topic Lighting 3) Peer Marking and Self Assessing a Lino Print A useful resource to peer mark or self assess a lino print at the end of a project. Both forms are words document so fully editable. Both forms of assessment include questions with tick boxes and sections which students need to write in. 4) Peer Marking and Self Assessing Observational Drawing A simple table to fill in that your students can use to Self Assess or Assess their peers with. Stick the table in a sketchbook or on the back of a drawing. Share these assessment criteria with your students before they start working! This will show your students exactly what you are looking for! 5)Peer Marking and Self-Assessing Watercolor These simple tables for your students to fill in, ask all the right questions for them to analyse their work. There is a table for self assessment and a table for peer assessment 6) Marking a Drawing with a Target - Stickers Don't you find you are writing the same thing again and again when you mark drawing? The attached 7 pages of stickers will CUT YOUR MARKING TIME IN HALF as they give a target for the 7 most common mistakes. Stickers include targets for: improving the overall shape, not giving a drawing a dark outline, adding more detail, smoother shading, not working too faintly, not working too small, not smudging work. 7) Marking Art & Design Compositions - Stickers Don't you find that when you are marking compositions that you are writing the same thing again and again? These stickers address that problem! This set of stickers includes each type of error students make both as a target and as a Question. (I know that in some schools like mine, you have to mark with a question!) Targets and Questions include: annotation, identifying students best design, colour, contrast/tone, links to artists, quality of drawing, and using the space on the page well. 8) How do I mark AS & A Level Art? - A solution! How do you mark AS and A Level art in a meaningful way without writing on their work? How do you include peer and self assessment? How can you and your students see if they are fulfilling the assessment objectives at a glance? These two sheets, one for teacher marking, one for peer and self assessment, simple go in the back of their sketchbooks. They are divided into the 4 new assessment objects and you as teacher write how they are fulfilling the assessment objects, what is missing, what they can improve on. On the peer & self assessment sheets they do the same, and this can create an effective and relevant starter to any lesson. I have also uploaded an example of each that I have filled in with the sort of marking I would do, and the kind of response I would hope that students would write on the peer and self assessment sheet. I hope this gives you the idea of how I use these sheets. 9) How to Mark GCSE Art Coursework Meaningfully This is a two page document/table that I use (tried and tested over many years!) to mark Yr 10 and 11 GCSE course work. I stick this in the back of their sketchbooks. It gives me space to mark but also space for peer assessment and self assessment. I date the comments that I add. Students respond. I have included a copy that I have filled which has blue for the teachers comments and green for the students comments. (I'm not suggesting you should use specific colours - this is just to give you the idea!) It includes space to mark: Title Artist Research Page(s) Artists analysis Recording with Different Media Photography Development or Other pieces of Work Compositions It is a Word document so would be easy to tweek. I hope you find this useful and if you do please leave some positive feedback. 10) Strategies to Reduce Marking in Art There is no magic bullet to make marking disappear but try these strategies and you should see your marking load decrease! This 3 page document includes: One Clear Target Peer Marking and Self-Assessment A Verbal Feedback Stamp GCSE and A-level Tutorials Setting Meaningful Homework That Doesn't Need Marking (6 ideas) When You Mark / Time of Day Planning For The Above

Save nearly 40% by buying these resources together. These three resources combine to make an effective annotation toolkit! 1. ANNOTATING SKETCHBOOKS PRESENTATION An essential presentation for GCSE and A Level which explains and gives excellent examples of how to annotate a sketchbook page. I really saw an improvement in annotation after showing my students this! The presentation includes a SCRIPT which you should print out before presenting by going to File>print>notes page>print. The presentation looks at: ~ Where AQA mentions vocabulary in the specification and where it mentions 'written communitation' in the assessment objectives grid. (Delete this slide if you're not AQA!) ~ The difference between writing and annotation. (Both are fine!) ~ Recording on location ~ Research Pages - what annotation should be included ~ How to annotate working with different media and colours ~ How to annotate development work All the sketchbook pages included are inspirational! 2. SENTENCE STARTERS FOR ANNOTATING SKETCHBOOKS Support your students when annotating their sketchbooks with these sentence starters. Areas covered include: Artist Research Pages Experimenting with Different Media Content Development Personal Response Reviewing Compositions This resource also includes some good examples of annotation in the black boxes. WRITING ABOUT ART LITERACY MAT A really fantastic place-mat to support writing about art. Simply ask you students to write a sentence about each of the categories e.g. line, tone, texture etc using the adjectives provided. This has been designed to work with any artwork. An example is also included on the place-mat using Klimt's 'The Kiss'. I always tell students that they don't need to limit themselves to the words on the list, so this provides support for those who need it but also lets other students fly! This could also be used for gallery education.