The Grading Process (Graphic Design/Production Printing/Independent Study/Digital Photography)

Grading technology based classes, that sort of bleed over into the art category, has always been somewhat complicated as much of what is graded is either based on a very static manner of grading or a very dynamically-subjective style of one. After all, and this does make perfect sense, usually these courses are taught by either an artist or technology expert, but seldom both wrapped into one. The Technology Education teacher will look at a finished piece and say "Hmm,…properly executed. All objectives are met," while the art driven teachers all too often caught up with "I'm not quite sure what this artist is trying to say to me. Ahhh. A pretty bird has just landed on my window. And, how are you doing today, my little nature friend"?

An exaggeration? Yes, probably so. But, to the student who is subjected to either one of these teachers (and, they do exist), it can be puzzling and demoralizing as to the grading system and how they can achieve success in the classroom.

Objective Grading
Grading student work, in my classroom, is both an aim of objectivity and subjectivity. Student projects will be graded on the technical accomplishment. For example, if an assignment calls for thumbnail sketches, a finished "comp," proper organization of layers, and a printed hard-copy for grading, these elements will be graded on an either "yes" or "no" basis. If each objective were 1 point, the total for these would be 4. And, either they are present or they are not. If, as a teacher, I am forced to look especially close, or if I am to guess as to whether something is missing or not, and the assignment receives a lower point value becaues the student work is not evident or obvious, this is a result of the objective grading.

Subjective Grading
Grading student work based on subjectivity is based more on opinion and attitude than a simple itemized list that can be checked off. It is my prerogative, as a teacher and artist, to question the motivation and intention of a student and their work. If I am to gaze upon a piece of art and wonder "Uh, is this picture of a potato supposed to be the new school logo?" or the student is unable to sell me on the idea they are attempting to represent, this will leave quite an impact on my subjectivity. If I feel that a student is not giving their best effort towards an assignment, and that it might seem as if they're just "phoning it in," I will probably be inclined to skew the grade to the right or left, depending on my perception of their overall attitude towards the class and class work. Ultimately, the question I ask myself is "Would this piece sell? On as scale of $0 to $100, what would I be willing to pay for a completed work? Do I, as a client and a designer, feel that that the student's submission has heart and soul"? Because, in the end, the name of the game depends on what can be bought and sold, and how much effort I feel the student put forth towards the assignment at large.

Grading Scale

Objective Grading: 70%

Subjective Grading: 30%

The Grading Process (Communications)

Communication class assignments are graded according to configured rubrics that correspond with an individual assignment. Please refer to the assignment to find out what exactly is being graded and how grades are assigned.

Salvage Period Deadline

Assignments that are missing have an extendable deadline up to 5 days beyond their original due date. After the five day grace period, the assignment is no longer acceptable and will be entered into the gradebook as a 0.

If the assignment is late, where the student completes the assignment within the five day grace period, the assignment will be penalized 10% per day that is it late, until the 5 day grace period max is met.