Designing Assessment in Art
This work views assessment as one component in the educational triad of: curriculum planning, instruction based on planned curriculum, and assessment of student learning resulting from instruction. Models are given for assessment of learning through observed and recorded evidences. Strategies assess learned behavior activities in visual analysis, art creation, critical interpretation and evaluation, and knowledge of art history and cultural context. The book introduces general concepts before specific applications. After orientation to assessment in chapters 1 through 3, chapters 4 through 6 deal with comprehensive assessment and its relationship to a curriculum. Chapters 7 and 8 introduce types of assessment and model local applications in three encounters at three grade levels, third grade, seventh grade, and high school. Chapters 9 through 11 deal with the construction of assessment instruments, particularly nontraditional ones. Chapters 12 and 13 make recommendations for implementation--administering, scoring, accumulating, summarizing, and interpreting evidence of learning. Chapter 14 deals with questions of ethics and assessment. Chapter 15 shows how reporting the results can restart the curriculum- instruction-assessment cycle. A glossary is included. Appendixes A and B give sample assessment development worksheets and assessment instruments. Appendix C presents recommendations for bias-free language and a list of figures and tables. Contains 120 references. (MM)
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WHY ASSESS LEARNING IN ART?
WHO ASSESSES LEARNING IN ART?
WHAT CAN BE ASSESSED?
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achievement activities aestheticians aesthetics dialogues alternative assessment analyze approaches art content art criticism experience art education art encounter art experiences art goals art history art learning art production art teachers art-related behaviors artists assessment instructions assessment instruments assessment results authentic assessment Authentic performance basic art behaviors Chapter checklist classroom coding color concepts content analysis content and behaviors content areas content validity Content/Behaviors/Level/Grade Goal contribute creating criteria criterion criterion-referenced curriculum D. J. Davis discussion essay evaluation evidence of learning example expected Figure goals or outcomes grade level ideas identified individual inquire instruction interpretation involved judgment learning in art meaning meaningful multiple choice nontraditional objects observe organize parents performance planning portfolio problem process Art questions rating scale record reflect reproductions responses sample scoring specific student learning Summary synthesize Systematic sampling task thinking validity videotape