By Charles M Dorn; Stanley S Madeja; Frank Robert Sabol
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Extra info for Assessing expressive learning : a practical guide for teacher-directed, authentic assessment in K-12 visual arts education
25 1 THE ASSESSMENT CONTEXT Criteria Art Teachers Use to Evaluate Students’ Performance Evaluation of students’ achievement in art programs is generally not the sole result of the evaluation of the studio products they create. Student performance in the art classroom consists of additional indicators of students’ actions and learning. These indicators may be unrelated to the content or skills in the discipline. They may have no direct connection to students’ artistic ability or the products they create.
Art teachers in the ATI project were asked to identify the range of assessment criteria they use to evaluate their students’ studio products. A set of 23 criteria resulted (see Appendix A). High levels of agreement were produced for each of the identified criteria. Nearly total agreement was produced for five criteria studied. 9% each) were identified. These were followed by following directions, technical skill or craftsmanship, work meeting assignment objectives, personal expression, completing processes correctly, attention to detail and originality, and improvement or growth.
Experience, knowledge of art, and personal preferences influence the selection of criteria. Selections may be the result of conscious thought or intuition. One factor that influences the selection process is the purpose of the evaluation. As purposes of the evaluations change, so may the criteria selections change. In the case of the casual consumer of works of art, criteria may be chosen for different purposes from those of an art teacher, a student of art, or an artist. It is likely that there will be some degree of agreement among criteria chosen by people from each of these groups; however, it is equally likely that there will be distinct differences in chosen criteria due to differing purposes.