In the field of education, we have traditionally measured student success according to a student’s score on an assignment or assessment. More equitable grading practices suggest that students should solely be evaluated according to their ability to demonstrate knowledge and understanding of the state standards or a district's predetermined curriculum. 

 

Therefore, I measure student success based on their ability to meet the state standards for Visual Arts. Since most standards echo those of the national ones, I have already begun to develop rubrics for students and instructors to evaluate their performance in any class, discipline, or medium. For example, if students are fulfilling the following standard, "Use multiple approaches to begin creative endeavors," they might be asked the following question on a rubric: "How many approaches did you use to plan your project?" If students can demonstrate that they used multiple approaches and can explain the methods that they used, they are determined to be successful (Advanced/Proficient) for that standard. 

 

When students assess themselves as successful students and artists and can see exactly how they achieved that criterion in their artwork, their thinking evolves to a growth mindset, and barriers to receiving proficient grades are slowly removed. Equitable grading begins by assessing the artistic process according to standardized criteria that are achievable by all students regardless of their experience and abilities. Many students may see their grades as a reflection of their capabilities as a student and often experience too much ambiguity and subjectivity when they seek to understand their scores. I seek to give students transparency with their grades, as well as give them unlimited opportunities to continue to receive the score that they desire. Overall, in my classroom, student success is determined by how students and their instructors evaluate the student's work according to standardized criteria.