Assessing expressive learning : a practical guide for by Charles M Dorn; Stanley S Madeja; Frank Robert Sabol

By Charles M Dorn; Stanley S Madeja; Frank Robert Sabol

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Additional info for Assessing expressive learning : a practical guide for teacher-directed, authentic assessment in K-12 visual arts education

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The most commonly reported reasons were how well the criteria matched the objectives of the lesson and how well the criteria matched the content or concepts taught in the lesson. Art teachers chose evaluation criteria second most frequently, based on how well they matched the local curriculum guide content, state proficiency guide content, or national visual arts standards. Criteria also were selected by the characteristics observed in students’ work, by the needs of the students, by trial and error, by how well they matched the intent of the work with the product, by the level of art teachers’ knowledge of assessment, by how well they matched state-level assessments, and by how well they measured students’ growth.

References Armsrong, C. L. (1994). Designing assessment in art. Reston, VA: National Art Education Association. Beattie, D. K. (1997). Assessment in art education. Worchester, MA: Davis Publications. , King, L. , & Horkay, N. ). (1997). The NAEP guide (NCES Publication No. 97-990). S. Department of Education, National Center for Educational Statistics. Chittendon, E. (1991). Authentic assessment, evaluation, and documentation of student performance. In V. ), Expanding student assessment (pp. 22–31).

Additional criteria independently identified by students included “if my friends like it,” “if it is ‘cool,’” “if it matched the teachers’ example,” “if it looked better than the work of other students in the class,” and other criteria with no apparent relationship to works of art. 28 1 THE ASSESSMENT CONTEXT Analysis of preferred criteria based on the instructional level of students revealed distinct differences. Listed in order of priority, elementary students used the following criteria most frequently: use of the elements of art, skill, following the art teachers’ directions, details in the work, and neatness.

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