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Rank: Newbie
Groups: Member
Joined: 3/21/2010
Posts: 0
Location: Davidson, NC
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I am working on having my students critique projects and I am attempting to duplicate an evaluation form for turned work that was published in the AAW a number of year ago. My kids are becoming more comfortable with this critique form, and for continuity, I want to try to create one for "flat work" too.
Here is the original form from the AAW
https://docs.google.com/open?id=15ljpud5bqaBgbZ6aUGMls0P_8XHaN_i2S0JbeNZeMQocz_fdo0IU_ChJSfkC
Here is the one I have created for "flat work"
https://docs.google.com/open?id=0BygHasrXuQAdMjlkOTlmY2ItYjg2Ni00YjI3LWFiMDUtMzZjYjY1ZWJlZDRh
I would love feedback and suggestions for areas that I might improve my version while still staying true to the style of the AAW form.
Thanks.
-Jim
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Rank: Newbie
Groups: Member
Joined: 7/16/2011
Posts: 0
Location: Houston, TX
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Jim -
I like the fact that both forms start off with a place for the critique-r to say something important about the piece & to the kid. A note like that makes the kid's day. I don't like the bottom checklists because I can't say anything good about a kids work down there. If I have to check something then it's a negative and many of the checkpoints(i.e. assembly issues) are the definition of a beginner or intermediate woodworker. I can't be positive and honest at the same time.
Keep the AAW format & thoughts, I'd focus on what "beginner's" piece of work does - "Withstands 3 sharp kicks before it breaks" (sorry, I was watching a Holmes on Homes show last night) rather than "joinery inappropriate to application)
--PW
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Rank: Newbie
Groups: Member
Joined: 3/21/2010
Posts: 0
Location: Davidson, NC
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PW, thanks for the feedback.
I should clarify and say that this in not a form that I use to assess my students. For that I use a rubric which focuses on the positives more like what you are suggesting I think.
I'm trying to use this "critique" process to focus the kids and develop their understanding of what makes for a good project, so they can more readily identify and correct common problems that I see often repeated in their own work.
As of yet we have only "critiqued" pieces that I have done or those of some "professional" turners at a local shop/gallery. I have instituted a presentation/ feedback process this year and after my kids complete a project, they present it to the class and get written feedback from the class. The feedback, as expected, is cursory at best, so I am trying to come up with a way to teach them to provide hopefully positive and critical feedback that will be of a genuine benefit to their classmates.
I would love more feedback and suggestions for items to include or remove in the critique.
Thanks everyone.
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Rank: Newbie
Groups: Member
Joined: 7/16/2011
Posts: 0
Location: Houston, TX
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Ah!
Actually makes it clearer to me. I think the form might be great to use for "example projects" too if you have the storage space. Kind of like a "this is what I give a C for" and how can it improve it. I'd really like the form in that sense.
and kudos for critiquing pro stuff. Sometimes it's hard to find fault in anther's work (but definitely not for middle schoolers...). But the skill translates into the workplace.
I've had some success by asking students to use post-it notes and place compliments (I often have to check those notes too, so take this with a grain of salt) on a piece. I like this because everyone gets a good comment and students can instinctively tell "gimmees" from earned compliments. The students then have a better understanding of their work from their peers. I usually make these compliments unsigned. It takes the pressure off me and places on the student to cultivate a great project and quality peer relationships. Sometimes this works, sometimes it doesn't. Sometimes it takes two or three rounds before I get the class in the groove of things.
Hope this helps.
--PW
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