09768nam 22006734a 450 991081530040332120240418100833.01-282-37470-297866123747081-4106-0897-2(CKB)111087027890078(EBL)370937(OCoLC)437239193(SSID)ssj0000106659(PQKBManifestationID)11133404(PQKBTitleCode)TC0000106659(PQKBWorkID)10131951(PQKB)10478184(MiAaPQ)EBC370937(Au-PeEL)EBL370937(CaPaEBR)ebr10258440(CaONFJC)MIL588685(EXLCZ)9911108702789007820021009d2004 uy 0engur|n|---|||||txtrdacontentcrdamediacrrdamediaAssessing expressive learning a practical guide for teacher-directed, authentic assessment in K-12 visual arts education /Charles Dorn, Stanley Madeja, F. Robert Sabol1st ed.Mahwah, N.J. Lawrence Erlbaum Associates20041 online resource (214 p.)Description based upon print version of record.0-8058-4524-0 0-8058-4523-2 Includes bibliographical references and indexes.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.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.ArtStudy and teaching (Elementary)United StatesArtStudy and teaching (Secondary)United StatesEducational evaluationUnited StatesArtStudy and teaching (Elementary)ArtStudy and teaching (Secondary)Educational evaluation707.1/273Dorn Charles M1702878Madeja Stanley S1702879Sabol Frank Robert1949-1702880MiAaPQMiAaPQMiAaPQBOOK9910815300403321Assessing expressive learning4087722UNINA