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By Charles M. Dorn

Providing the result of a year-long examine undertaking, this quantity proposes a teacher-directed actual overview version for comparing K-12 studio artwork and provides sensible counsel at the implementation of that version. the amount evaluates present evaluation equipment and comprises the review tools utilized in the research; study technique and effects are special in an appendix. The authors are affiliated with Florida kingdom, 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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Reaching out to rural and urban art teachers in the western region of the national art education association: Needs assessment and identification of new members. Reston, VA: National Art Education Foundation. Sabol, F. R. (2001b). Regional findings from a secondary analysis of the 1997 NAEP art assessment based on responses to creating and responding exercises. Studies in Art Education, 43(1), 18–34. Sabol, F. , & Bensur, B. (2000, March). What attitudes do art teachers hold about assessment in art education?

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. Two thirds or more of art teachers reported that they used representation of space or distance, knowledge of concepts, work matching intent, experimentation or risk taking, and sophistication of theme or idea to evaluate students’ studio products.

Criteria Students Use to Evaluate Artwork at School Students in art classes continuously engage in evaluation of artwork they make. Evaluations may be focused or directed by criteria provided by the teacher. In this case, students’ decisions may be structured or manipulated in order to meet the objectives of the activity or to focus work of the activities. Often students will expand teacher-provided criteria to include additional considerations of importance to them. Students were asked to identify criteria they used to evaluate studio products made at school (see Appendix C).

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