Create a rubric that describes at least five objectives for a 3-D art project. Include objectives such as use of materials and media, limits for size and shape, creativity and problem solving, following directions and student effort and neatness. Many teachers use a basic rubric that can be applied to every art project throughout the year. According to The Incredible Art Department, there are many available that can easily adapt to fit any teacher's objectives.
Create a scale to score each objective on the rubric, awarding points for each degree of achievement. On a scale of one to five, award one point for absent or minimal effort, two points for work that needs improvement, three points for an average or sufficient effort and four points for superior work.
Apply the rubric to the work. Produce a number grade for a project by taking the total points achieved for the five objectives and multiply by five. This will give a possible score range between 25 and 100. One method that is effective for high school students is to have each student fill out a rubric for himself as well. Determine the final score by averaging the student's and teacher's scores.
Use an evaluation narrative, either by itself or addition to a rubric, to cover each objective in more detail as a constructive criticism of a piece of 3-D art work. In the narrative, describe exactly what the student did that met, exceeded or failed to meet the objectives for the project.
Deliver a narrative assessment on paper or in a verbal conference with the student. An example comment could be, " The texture you created on the top of the head is very interesting--the rounded shapes you used to represent stylized fur show your dedication and creativity."
Share the narrative with the student in a brief evaluation conference. Invite comments and discussion from the student.
Teach students how to look at and evaluate their work and the work of others through practice with peer review. Discuss your objectives for the work as well as ways to express opinions, praise, and constructive criticism in positive ways.
Set up all the completed pieces and give the students a few minutes to walk around and quietly look at all the pieces.
Moderate a brief discussion on each piece, modelling positive and constructive comments and encouraging participation from the group.