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Assessing Expressive Learning A Practical Guide for Teacher-Directed Authentic Assessment in K-12 Visual Arts Education

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ISBN-10: 0805845240

ISBN-13: 9780805845242

Edition: 2003

Authors: F. Robert Sabol, Charles M. Dorn, Stanley S. Madeja, Robert Sabol

List price: $51.95
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Book details

List price: $51.95
Copyright year: 2003
Publisher: Routledge
Publication date: 8/1/2003
Binding: Paperback
Pages: 480
Size: 6.65" wide x 8.98" long x 0.39" tall
Weight: 0.638
Language: English

The Project
The Florida Project
The Illinois Project
The Indiana Project
Project's Rationale
Organization of the Book
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
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
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
Study Questions
Teacher Training and Student Portfolio Assessment
Aims of the Project
The Study Design and Methodology
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
Field Tests of the Project Instruments
Results of the Field Test
Conclusions of the Field Test
Project Portfolio Goals
Workshop Organization
Curriculum Development
Study Questions
Electronic Portfolio Studies
Elementary School Case Studies in Electronic Formats for Portfolio Design
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
Standards and Goals
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
The Mundelein High School Model
University Case Studies in Electronic Formats for Portfolio Design
The Northern Illinois University Model
Application of the Electronic Portfolio to Evaluation of Expressive Learning
Study Questions
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
Art Teachers' Studio Product Evaluation Criteria
Student Performance Criteria
At-School-Students' Studio Product Evaluation Criteria
At-Home-Students' Studio Product Evaluation Criteria
Artists' Studio Product Evaluation Criteria
Summary of Student Portfolio Findings (Tables F.1-F.6)
Author Index
Subject Index