1/22/19 Critical Reflection

          The thesis that I perceived to be put forward while reading Assessment White Papers for Art Education's Introduction and 1st section was that through a qualitative assessment that involved student input over adhering to quantitative testing, teachers can nurture more of a student's creativity and have their grade be specific to their unique skillset. This was supported through the suggestion of several methods for implementing more individualized student assessments and giving real world examples of different attempts at this solution. This thesis is aimed towards teachers since many still struggle to take a student's hard work, ideas, and subjective viewpoints when the are required to submit grades on a quantitative scale. My concern with this thesis then becomes a matter of how much can a rubric be qualitative before it gets deemed too vague or unclear for assessment. There needs to be a balance between both so that administrators, parents, and students can all understand what is being looked at. 

My high school teacher used quantitative methods but would also often converse with students to nurture their ideas. I'm certain some qualitative measures were implemented when taking a student's effort into consideration, so I believe a balance can be achieved. Striking this balance is also important since some students may seem fit to manipulate the grading to their favor should assessment appear to be in their court, like in the end of page 6 of section 1. This moment stood out to me since it shows the potential dangers of going too far in qualitative assessment without some form of quantitative structure to it all. Not everyone sees the importance in the arts as art educators do so I believe some structure is needed to combat laziness.

Class Question:
How much student input should be considered when taking qualitative assessments? 

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