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

Assessing Expressive Learning

A Practical Guide for Teacher-directed Authentic Assessment in K-12 Visual Arts Education

Paperback Published: 1st August 2003
ISBN: 9780805845242
Number Of Pages: 480

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Assessing Expressive Learning is the only book in the art education field to date to propose and support a research-supported teacher-directed authentic assessment model for evaluating K-12 studio art, and to offer practical information on how to implement the model.

This practical text for developing visual arts assessment for grades 1-12 is based on and supported by the results of a year-long research effort primarily sponsored by the National Endowment for the Arts, involving 70 art teachers and 1,500 students in 12 school districts in Florida, Indiana, and Illinois. The purpose of the study was to demonstrate that creative artwork by K-12 students can be empirically assessed using quantitative measures that are consistent with the philosophical assumptions of authentic learning and with the means and ends of art, and that these measures can reliably assess student art growth. A further goal was to provide a rationale for the assessment of student art as an essential part of the K-12 instructional program and to encourage art teachers to take responsibility for and assume a leadership role in the assessment of art learning in the school and the school district.

Assessing Expressive Learning:
*reports on current assessment methods but also stresses a time-tested portfolio assessment process that can be used or adapted for use in any K-12 art classroom;

*includes the assessment instruments used in the study and several case studies of art teachers using electronic portfolios of student work, a bibliography of major art assessment efforts, and a critical review of current methods;

*is designed to be teacher- and system-friendly, unlike many other art assessment publications that provide only a review of information on assessment; and

*both documents an experiment where artistic values and aesthetic issues were considered paramount in the education of K-12 students in the visual arts, and also serves as a guide for the conduct of similar experiments by art teachers in the nation's schools--the research methodology and results are reported in an appendix in a format that will enable educational researchers to duplicate the study.

This volume is ideal as a text for upper-division undergraduate and graduate classes in visual arts education assessment, and highly relevant for college art education professors, researchers, and school district personnel involved in the education and supervision of art teachers, and researchers interested in performance measurement.

Prefacep. 1
Introductionp. 4
The Projectp. 4
The Florida Projectp. 5
The Illinois Projectp. 5
The Indiana Projectp. 6
Project's Rationalep. 7
Organization of the Bookp. 8
The Assessment Context
The National Assessment Contextp. 11
Impact of the Standards Movement on Assessmentp. 11
Enter the National Assessment of Educational Progressp. 11
The Role of the Art Teacher in the Assessment Contextp. 12
Large-Scale Studies of Assessment in the Art Classroomp. 13
Why Do Art teachers Assess?p. 13
What Types of Assessments Do Art Teachers Use?p. 14
What Assessment Training Have Art Teachers Had?p. 16
What Attitudes Do Art Teachers Hold About Assessment?p. 17
Attitudes about Purposes of Assessmentp. 18
Attitudes about Implementing Assessmentsp. 18
Attitudes about Assessment Trainingp. 19
General Attitudes about Assessment in Art Educationp. 20
Negative and Positive Effects of Assessment in Art Educationp. 21
The Art Classroom Assessment Contextp. 22
Selecting Criteria for Evaluating Works of Artp. 23
What Factors Contribute to Such Changes and Why?p. 23
Examining Criteria Used to Evaluate Works of Artp. 24
A Study of Art Teachers in the ATI Project and Assessmentp. 24
How Art Teachers Select Evaluation Criteria for Studio Workp. 24
Criteria Art Teachers Use to Evaluate Students' Artworkp. 25
Criteria Art Teachers Use to Evaluate Students' Performancep. 26
How Criteria Used to Evaluate Student Artwork Changed Over Timep. 26
Asking Students About Assessment in Art Educationp. 28
Criteria Students Use to Evaluate Artwork at Schoolp. 28
Students' Art Making at Homep. 29
Criteria Students Use to Evaluate Artwork Made at Homep. 30
Looking at Artists and Assessmentp. 30
Criteria Artists Use to Evaluate Their Workp. 31
Criteria Artists Use to Evaluate Other Artists' Workp. 32
Comparing Criteria Used by Art Teachers, Art Students, and Artists to Evaluate Works of Artp. 32
Considering the Nature of Evaluation Criteria Identified in Setsp. 33
Identifying Similarities and Differences Among Evaluation Criteria Setsp. 34
Reflections about Assessing Studio Production in Art Educationp. 37
Study Questionsp. 40
Referencesp. 40
Alternative Assessment Strategies for Schools
The Politics of the Assessment Processp. 43
The Competition to Performp. 44
Relationship Between Evaluation, Assessment, and the Curriculump. 45
Does Assessment Drive the Curriculum?p. 47
State-Wide Testing Programs and Their Effects on the Curriculump. 47
The Negative and Positive Effects of the Top-Down Evaluation Modelp. 49
The Need for Alternate Models for School-Based Assessmentp. 49
Alternative Models for Assessment of Expressive Learning in the Visual Artsp. 50
Quantifying Art Products in the Art Classroomp. 50
The Portfolio as an Alternative Assessment Instrumentp. 51
Journal Portfoliop. 52
A teacher's Portfolio or Logp. 53
Controlled Task Portfoliop. 53
International Baccalaureate Schools Portfoliop. 53
The Advanced Placement Portfolio in the Visual Artsp. 53
Electronic Portfolio Assessment Designp. 54
Assumptions About the Process of Visual Modelingp. 55
The Process of Visual Modeling of Informationp. 55
The Acquisition of Knowledge Streamp. 57
Reaction Streamp. 58
Interpretation and Analysis Zonep. 59
Visual Modelingp. 59
Sample Electronic Portfolio Based on the MVMISp. 59
Study Questionsp. 73
Referencesp. 73
The Character of Expressive Learning and Its Assessment
The Pressures for Reformp. 75
The Art Teacher's Role in Reformp. 75
What We Need to Assessp. 76
Art Learning as Part of the Total Curriculump. 76
Combining Critical and Creative Modes of Thoughtp. 77
Creative Thinking and Creative Performingp. 78
Discovering Alternative Modes of Thoughtp. 79
The Quantification of Qualitative Learningp. 80
Art Learningp. 81
Art Learning Standardsp. 82
Art Practicep. 82
Students Needing to Know That and How to Do Thatp. 83
Students Learning to Know Whatp. 84
Students Learning to Know Howp. 84
Assessing Expressive Learningp. 85
Setting Assessment Objectivesp. 86
Knowing What Performances to Assessp. 86
Assessing Expressive Performancesp. 87
Assessing Program Knowledge and Skillsp. 87
Assessing Conceptual Developmentp. 87
Making Assessment Manageablep. 88
The Development of Test Instrumentsp. 88
The Art Teacher's Involvement in Assessmentp. 89
Assessing What Art Teachers Teachp. 89
The Art Learning Environmentp. 89
Learning Through Doingp. 90
Summaryp. 91
Study Questionsp. 91
Referencesp. 92
Teacher Training and Student Portfolio Assessment
Aims of the Projectp. 93
The Study Design and Methodologyp. 93
Procedurep. 94
Teacher Trainingp. 94
Project Assessment Goals and Standardsp. 94
State art content standardsp. 96
The Local School District Art Context Standardsp. 97
The Construction of the Assessment Instrumentsp. 97
Converting Art Content and Achievement Standards to Assessment Practicep. 98
Authentic Assessmentp. 98
Developing Authentic Performance Tasksp. 100
Specifying Performancesp. 100
Using Rubrics in Assessmentp. 101
The Design of the Scoring Rubricsp. 103
Teacher Training in the Use of Rubricsp. 114
Deciding What Would Be Judgedp. 117
The Gestalt Methodp. 117
Score Spreadp. 117
Portfolio Assessment Planp. 117
Insuring score spreadp. 118
Interjudge Reliabilityp. 118
Discrepanciesp. 119
Field Tests of the Project Instrumentsp. 119
Methodp. 119
Results of the Field Testp. 120
Conclusions of the Field Testp. 120
Project Portfolio Goalsp. 122
Workshop Organizationp. 126
Curriculum Developmentp. 132
Critiquesp. 138
Summaryp. 139
Study Questionsp. 140
Referencesp. 141
Electronic Portfolio Studies
Elementary School Case Studies in Electronic Formats for Portfolio Designp. 144
Spring Brook Elementary Modelp. 144
Objectives for Student Learningp. 145
Benefits of Electronic Portfolios in the Art Education Classroomp. 145
Description of the District 204 Projectp. 145
Assessment Componentp. 146
Self-Assessmentp. 147
Standards and Goalsp. 148
Forest Road Elementary Modelp. 149
Getting Startedp. 150
The Benefits of the Electronic Portfolio as an Assessment Toolp. 150
The Importance of Visual Presentations and Electronic Formatsp. 151
Promoting the Art Programp. 151
The Future, Next Stepsp. 151
Hardware and Environment Needs for Projectp. 152
High School Case Studies in Electronic Formats for Portfolio Designp. 156
The Mundelein High School Modelp. 156
University Case Studies in Electronic Formats for Portfolio Designp. 162
The Northern Illinois University Modelp. 162
Application of the Electronic Portfolio to Evaluation of Expressive Learningp. 167
Study Questionsp. 167
Conclusions and Recommendations
Results of the Student Portfolio Assessmentp. 170
The Study of Student, Teacher, and Artist Behaviorp. 171
The Electronic Portfolio Alternativep. 174
Electronic Portfolio Conclusionsp. 174
Recommendation for Further Studyp. 177
Referencesp. 178
Art Teachers' Studio Product Evaluation Criteriap. 179
Student Performance Criteriap. 180
At-School-Students' Studio Product Evaluation Criteriap. 181
At-Home-Students' Studio Product Evaluation Criteriap. 182
Artists' Studio Product Evaluation Criteriap. 183
Summary of Student Portfolio Findings (Tables F.1-F.6)p. 183
Author Indexp. 191
Subject Indexp. 193
Table of Contents provided by Ingram. All Rights Reserved.

ISBN: 9780805845242
ISBN-10: 0805845240
Audience: Professional
Format: Paperback
Language: English
Number Of Pages: 480
Published: 1st August 2003
Country of Publication: US
Dimensions (cm): 22.86 x 15.24  x 1.14
Weight (kg): 0.29
Edition Number: 1

Earn 122 Qantas Points
on this Book