Assessing expressive learning : a practical guide for teacher-directed, authentic assessment in K-12 visual arts education / / Charles Dorn, Stanley Madeja, F. Robert Sabol

• Record Nr.: UNINA9910815300403321
• Autore: Dorn Charles M
• Pubbl/distr/stampa: Mahwah, N.J., : Lawrence Erlbaum Associates, 2004
• ISBN: 1-282-37470-2; 9786612374708; 1-4106-0897-2
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (214 p.)
• Altri autori (Persone): MadejaStanley S; SabolFrank Robert <1949->
• Disciplina: 707.1/273
• Soggetti: Art - Study and teaching (Elementary) - United States; Art - Study and teaching (Secondary) - United States; Educational evaluation - United States
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and indexes.
• Nota di contenuto: Cover -- Half Title -- Title -- Copyright -- Dedication -- TABLE OF CONTENTS -- PREFACE -- INTRODUCTION -- The Project -- The Florida Project -- The Illinois Project -- The Indiana Project -- Project's Rationale -- Organization of the Book -- CHAPTER 1 THE ASSESSMENT CONTEXT -- The National Assessment Context -- Impact of the Standards Movement on Assessment -- Enter the National Assessment of Educational Progress -- The Role of the Art Teacher in the Assessment Context -- Large-Scale Studies of Assessment in the Art Classroom -- Why Do Art teachers Assess? -- What Types of Assessments Do Art Teachers Use? -- What Assessment Training Have Art Teachers Had? -- What Attitudes Do Art Teachers Hold About Assessment? -- Attitudes about Purposes of Assessment -- Attitudes about Implementing Assessments -- Attitudes about Assessment Training -- General Attitudes about Assessment in Art Education -- Negative and Positive Effects of Assessment in Art Education -- The Art Classroom Assessment Context -- Selecting Criteria for Evaluating Works of Art -- What Factors Contribute to Such Changes and Why? -- ; Examining Criteria Used to Evaluate Works of Art -- A Study of Art Teachers in the ATI Project and Assessment -- How Art Teachers Select Evaluation Criteria for Studio Work -- Criteria Art Teachers Use to Evaluate Students' Artwork -- Criteria Art Teachers Use to Evaluate Students' Performance -- How Criteria Used to Evaluate Student Artwork Changed Over Time -- Asking Students About Assessment in Art Education -- Criteria Students Use to Evaluate Artwork at School -- Students' Art Making at Home -- Criteria Students Use to Evaluate Artwork Made at Home -- Looking at Artists and Assessment -- Criteria Artists Use to Evaluate Their Work -- Criteria Artists Use to Evaluate Other Artists' Work.; Comparing Criteria Used by Art Teachers, Art Students, and Artists to Evaluate Works of Art -- Considering the Nature of Evaluation Criteria Identified in Sets -- Identifying Similarities and Differences Among Evaluation Criteria Sets -- Reflections about Assessing Studio Production in Art Education -- Study Questions -- References -- CHAPTER 2 ALTERNATIVE ASSESSMENT STRATEGIES FOR SCHOOLS -- The Politics of the Assessment Process -- The Competition to Perform -- Relationship Between Evaluation, Assessment, and the Curriculum -- Does Assessment Drive the Curriculum? -- State-Wide Testing Programs and Their Effects on the Curriculum -- The Negative and Positive Effects of the Top-Down Evaluation Model -- The Need for Alternate Models for School-Based Assessment -- Alternative Models for Assessment of Expressive Learning in the Visual Arts -- Quantifying Art Products in the Art Classroom -- The Portfolio as an Alternative Assessment Instrument -- Journal Portfolio -- A teacher's Portfolio or Log -- Controlled Task Portfolio -- International Baccalaureate Schools Portfolio -- The Advanced Placement Portfolio in the Visual Arts -- Electronic Portfolio Assessment Design -- Assumptions About the Process of Visual Modeling -- The Process of Visual Modeling of Information -- The Acquisition of Knowledge Stream -- Reaction Stream -- Interpretation and Analysis Zone -- Visual Modeling -- Sample Electronic Portfolio Based on the MVMIS -- Study Questions -- References -- CHAPTER 3 THE CHARACTER OF EXPRESSIVE LEARNING AND ITS ASSESSMENT -- The Pressures for Reform -- The Art Teacher's Role in Reform -- What We Need to Assess -- Art Learning as Part of the Total Curriculum -- Combining Critical and Creative Modes of Thought -- Creative Thinking and Creative Performing -- Discovering Alternative Modes of Thought -- The Quantification of Qualitative Learning.; Art Learning -- Art Learning Standards -- Art Practice -- Students Needing to Know That and How to Do That -- Students Learning to Know What -- Students Learning to Know How -- Assessing Expressive Learning -- Setting Assessment Objectives -- Knowing What Performances to Assess -- Assessing Expressive Performances -- Assessing Program Knowledge and Skills -- Assessing Conceptual Development -- Making Assessment Manageable -- The Development of Test Instruments -- The Art Teacher's Involvement in Assessment -- Assessing What Art Teachers Teach -- The Art Learning Environment -- Learning Through Doing -- Summary -- Study Questions -- References -- CHAPTER 4 TEACHER TRAINING AND STUDENT PORTFOLIO ASSESSMENT -- Aims of the Project -- The Study Design and Methodology -- Procedure -- Teacher Training -- Project Assessment Goals and Standards -- State art content standards -- The Local School District Art Context Standards -- The Construction of the Assessment Instruments -- Converting Art Content and Achievement Standards to Assessment Practice -- Authentic Assessment -- Developing Authentic Performance Tasks -- Specifying Performances -- Using Rubrics in ; Assessment -- The Design of the Scoring Rubrics -- Teacher Training in the Use of Rubrics -- Deciding What Would Be Judged -- The Gestalt Method -- Score Spread -- Portfolio Assessment Plan -- Insuring score spread -- Interjudge Reliability -- Discrepancies -- Field Tests of the Project Instruments -- Method -- Results of the Field Test -- Conclusions of the Field Test -- Project Portfolio Goals -- Workshop Organization -- Curriculum Development -- Critiques -- Summary -- Study Questions -- References -- CHAPTER 5 ELECTRONIC PORTFOLIO STUDIES -- Elementary School Case Studies in Electronic Formats for Portfolio Design -- Case Study #1: Spring Brook Elementary Model -- Objectives for Student Learning.; Benefits of Electronic Portfolios in the Art Education Classroom -- Description of the District 204 Project -- Assessment Component -- Self-Assessment -- Standards and Goals -- Case Study #2: Forest Road Elementary Model -- Getting Started -- The Benefits of the Electronic Portfolio as an Assessment Tool -- The Importance of Visual Presentations and Electronic Formats -- Promoting the Art Program -- The Future, Next Steps -- Hardware and Environment Needs for Project -- High School Case Studies in Electronic Formats for Portfolio Design -- Case Study #3: The Mundelein High School Model -- University Case Studies in Electronic Formats for Portfolio Design -- Case Study #4: The Northern Illinois University Model -- Application of the Electronic Portfolio to Evaluation of Expressive Learning -- Study Questions -- CHAPTER 6 CONCLUSIONS AND RECOMMENDATIONS -- Results of the Student Portfolio Assessment -- The Study of Student, Teacher, and Artist Behavior -- The Electronic Portfolio Alternative -- Electronic Portfolio Conclusions -- Recommendation for Further Study -- References -- Appendix A: Art Teachers' Studio Product Evaluation Criteria -- Appendix B: Student Performance Criteria -- Appendix C: At-School-Students' Studio Product Evaluation Criteria -- Appendix D: At-Home-Students' Studio Product Evaluation Criteria -- Appendix E: Artists' Studio Product Evaluation Criteria -- Appendix F: Summary of Student Portfolio Findings (Tables F.1-F.6) -- Author Index -- Subject Index.
• Sommario/riassunto: 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.