Visual Arts Teacher at Cindy Avitia High School, California
Rebecca Recco teaches Visual Arts in San Jose, California. She’s been an advocate for peer feedback throughout her 18 years as an educator. Throughout the years, peer feedback has taken many forms for her including detailed worksheets, rubrics, and even post-it notes.
As an art teacher, Rebecca finds two main reasons for using peer feedback. With peer feedback, students are getting the opportunity to hear how their artwork is perceived by others. The other reason Rebecca loves peer feedback is that it gives students ownership of both the learning process and their artwork.
How does an art class use online peer feedback?
One of the biggest hurdles Rebecca had to get over to implementing Peergrade was tech related. Students art was offline but needed to get online for anonymous peer feedback. Rebecca gives students’ents permission to use their cell phones to take higher quality pictures of their art and put it in a Google Drive to share on Peergrade. The little bit of extra effort on both her and the students part enables for anonymous and effective feedback. “The initial reaction was great because giving feedback can be really awkward, so kids tend to want to only provide feedback for their friends. They were relieved to know that their feedback would be anonymous!”
What does a Feeback Rubric look like for the Visual Arts?
“Students are reinforcing their understanding of the Elements and Principles through the authentic work of creating and assessing art”.
Rebecca ties her Feedback Rubric to the Elements of Art and Principles of Design so students reinforce their understanding of the class concepts. She also sticks to a terminology in the Feedback Rubric that is familiar to her students, “glows and grows”. Glows are areas that work well and grows are areas that can be improved. The familiarity of terminology combined with the security of anonymity has encouraged Rebecca’s students to dive deeper and provide feedback that goes beyond ‘good job’.