This week we discussed AI in education, specifically how we can use it as teachers. We went over a few different examples of AI LLMS tools – which was a cool introduction for me, i’ve only ever really played around with ghat GPT so I’m excited to check out these other models. AI in education has created a significant shift in the way educational content is delivered, and how students interact with the material. Personally, AI has been a great help for me as a student teacher in lesson and unit planning. Because I don’t really know what that entails – I find myself spending a lot of time staring blankly at an empty page. I use chat GPT to generate ideas, or and it to organize my ideas into manageable sequences of lessons. I think its a great tool to use to help with brainstorming and idea generation, and I can asses the suggestions and edit them to better suit the curricular competency i’m exploring. I will absolutely be using it in the future to help in designing a rubric as well. For example, here I asked Chat GPT to generate a rubric for grading a Visual Journal assignment that aligns with the principles of the British Columbia (BC) curriculum
Grade 10 Studio Art Visual Journal Assignment Rubric
| Criteria | Exemplary (4) | Proficient (3) | Basic (2) | Limited (1) | Inadequate (0) |
|---|---|---|---|---|---|
| Creativity and Originality | Demonstrates exceptional creativity and originality, pushing boundaries and exploring unique ideas in their visual journal. | Shows creativity and originality, presenting imaginative concepts in their visual journal. | Displays some creativity and originality, with a few imaginative elements in their visual journal. | Lacks creativity and originality, with minimal evidence of imaginative thinking in their visual journal. | No creativity or originality evident in the visual journal. |
| Technical Skill | Demonstrates exceptional technical skill, using a wide range of art techniques effectively and with precision. | Shows proficient technical skill, using various art techniques competently. | Displays basic technical skill, with limited use of art techniques. | Lacks technical skill, resulting in inconsistent or rudimentary execution. | No evidence of technical skill; the work appears haphazard. |
| Composition and Design | Exhibits a sophisticated understanding of composition and design principles, effectively organizing elements to create a visually compelling narrative. | Demonstrates a good grasp of composition and design principles, effectively organizing elements for a visually appealing presentation. | Utilizes basic composition and design principles but with some inconsistencies or limited creativity. | Struggles with composition and design principles, resulting in a cluttered or disjointed presentation. | Fails to apply composition and design principles, resulting in a chaotic visual journal. |
| Reflection and Conceptual Development | Shows deep reflection and significant conceptual development, with clear and insightful connections between the visual journal entries and personal or cultural contexts. | Demonstrates thoughtful reflection and meaningful conceptual development, establishing connections between the visual journal entries and personal or cultural contexts. | Presents some reflection and basic conceptual development, with occasional connections between the visual journal entries and personal or cultural contexts. | Provides minimal reflection and limited conceptual development, with weak or superficial connections between the visual journal entries and personal or cultural contexts. | Lacks reflection and conceptual development, with no meaningful connections between the visual journal entries and personal or cultural contexts. |
| Organization and Presentation | Maintains a well-organized and aesthetically pleasing visual journal that enhances the overall impact of the work. | Keeps the visual journal organized and generally presented in a visually appealing manner. | Shows some organization and basic presentation, with a few inconsistencies or distractions. | Lacks organization and struggles with presentation, making it difficult to appreciate the work. | Fails to organize or present the visual journal effectively, making it challenging to discern content. |
| Language and Art Terminology | Effectively uses appropriate art terminology and language to describe their work and artistic choices. | Demonstrates a good understanding of art terminology and uses it to discuss their work and artistic choices. | Utilizes basic art terminology but may have some inaccuracies or limited use of language in describing their work. | Struggles with art terminology, with frequent inaccuracies or inconsistencies in describing their work. | Fails to use art terminology effectively, making it challenging to understand their work. |
| Time Management | Completed the visual journal within the designated time frame and managed their time effectively. | Completed the visual journal within the designated time frame but may have had minor issues with time management. | Completed the visual journal within the designated time frame but had noticeable time management problems. | Completed the visual journal but significantly exceeded the time frame or submitted it late. | Failed to complete the visual journal within the designated time frame. |
| Overall Impact | The visual journal creates a powerful and memorable impact, effectively communicating the intended message or concept. | The visual journal has a good overall impact, effectively communicating the intended message or concept. | The visual journal has a limited overall impact, with some difficulty in conveying the intended message or concept. | The visual journal has a weak overall impact, making it challenging to understand the intended message or concept. | The visual journal has no discernible impact or fails to convey the intended message or concept. |
This rubric can serve as a starting point for assessing Grade 10 Studio Art Visual Journal assignments in accordance with the BC curriculum. You may need to adapt it further to align with specific objectives and guidelines provided by the BC Ministry of Education or your school district.
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