By Charles M Dorn; Stanley S Madeja; Frank Robert Sabol
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Additional resources for Assessing expressive learning : a practical guide for teacher-directed, authentic assessment in K-12 visual arts education
Several wrote that, even though the criteria may be the same, the standards of quality for an individual criterion may be lower when judging work of other artists. Several artists wrote that their criteria were more “understanding” or more “accepting” when applied to the work of others. Some artists offered an additional list of criteria for evaluating the work of other artists. ” A number of the criteria included on this list also were included in the set of criteria artists use to evaluate their work.
Without question, a historic tradition of art education programming has been to maintain a principal and dominant focus on studio production. Studio production provides experiences designed to focus on the core of what is taught and learned in art education programs and provides the frame of 22 1 THE ASSESSMENT CONTEXT reference for learning in aesthetics, art criticism, and art history. Learning in these areas could not take place without references to studio products. As a result, assessing studio products is a pivotal activity necessary for determining what and the extent to which students are learning in art classrooms.
Descriptions of how the set of evaluation criteria used by art teachers to evaluate students’ studio products has changed were grouped into the following categories: 1. Increasingly focused on the “process” of making art. 2. Were more detailed and specific. 3. Were more comprehensive and expanded 4. Reflected the art teacher’s increased knowledge about assessment and were more sophisticated. 6. Focused more on writing. 7. Changed with the needs of students and classes. 8. Haven’t changed. 9. Focused more on a broader spectrum of learning that goes on in the class room.
Assessing expressive learning : a practical guide for teacher-directed, authentic assessment in K-12 visual arts education by Charles M Dorn; Stanley S Madeja; Frank Robert Sabol