By Charles M. Dorn

ISBN-10: 0805845240

ISBN-13: 9780805845242

Providing the result of a year-long learn undertaking, this quantity proposes a teacher-directed actual evaluation version for comparing K-12 studio paintings and gives useful suggestions at the implementation of that version. the quantity evaluates present overview equipment and contains the evaluate tools utilized in the examine; learn technique and effects are precise in an appendix. The authors are affiliated with Florida nation, Northern Illinois, and Purdue universities.

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Extra resources for Assessing Expressive Learning: A Practical Guide for Teacher-Directed Authentic Assessment in K-12 Visual Arts Education

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Becoming adult: How teenagers prepare for the world of work. New York: Basic Books. Diket, R. , & Sabol, F. R. (2000). Taking another look: Secondary analysis of the NAEP report card in visual arts. Studies in Art Education, 41(3), 202–207. Eisner, E. W. (1998). The kind of schools we need: Personal essays. Portsmouth, NH: Heinemann. 40 1 THE ASSESSMENT CONTEXT Feldman, D. H. (1980). Beyond universals in cognitive development. Norwood, NJ: Ablex. R. 6, 103d Cong. 2nd Sess. Mueller, D. J. (1986).

The percentage of students reporting use of each criterion decreased at each instructional level. This finding suggests that elementary art students used these criteria more frequently than students at other levels; however, analysis of secondary and middle school students’ responses for other criteria revealed that they use a broader variety of criteria or place greater value on other criteria in evaluating their studio work than elementary students. For example, secondary (48%) and middle school students’ (41%) selection of the criterion “use of the principles of design” was more frequent than elementary students’ (38%).

2. Review the drawbacks and positive effects assessment has had on art education. Discuss the effects. How can the drawbacks be addressed to improve learning and assessments? How can the positive effects be expanded and their positive impact magnified? 3. Examine criteria art teachers use to evaluate students’ studio production. What criteria do you use to evaluate students’ studio work? What similarities and differences among criteria can you identify? 4. Compare criteria art teachers and artists use to evaluate studio work.

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Assessing Expressive Learning: A Practical Guide for Teacher-Directed Authentic Assessment in K-12 Visual Arts Education by Charles M. Dorn

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