Assessment in Art Education Donna Kay Beattie Chapter 1 Matthew Taden
Assessment <ul><li>Assessment   -  method or process of gathering information about people, programs, or objects for the p...
Recent Changes in Assessment <ul><li>Changes in Response to: </li></ul><ul><li>Increased in understanding of human growth ...
Reasons for Assessment <ul><li>Diagnose and inform students of strengths and weaknesses </li></ul><ul><li>Monitor student ...
A Quality Assessment <ul><li>Should be  “student-oriented and teacher-directed”  (Beattie 6) </li></ul><ul><li>Cooperation...
An Assessment should… <ul><li>Have easier criteria first, harder  criteria last </li></ul><ul><li>Criteria  – characterist...
Equity <ul><li>Take into consideration: </li></ul><ul><li>Previous Learning Experiences  </li></ul><ul><li>Race </li></ul>...
An Assessment should… <ul><li>Be Continuous- </li></ul><ul><li>constantly gathering new information </li></ul><ul><li>- mo...
Six Types of Knowledge (Beattie 7) <ul><li>Knowledge of the content of discipline –  </li></ul><ul><li>facts, ideas, and g...
Product or Process? <ul><li>  BOTH </li></ul><ul><li>Object of Assessment  -  main focus of assessment </li></ul><ul><li>P...
Teaching Artists: Assessing Arts Education <ul><li>http://www.youtube.com/watch?v=bMBRCnxxnns </li></ul>
Terms <ul><li>Assessment  – method of gathering information of students for evaluation </li></ul><ul><li>Assessment guidel...
Sources: <ul><li>Beattie, D. (1997).  Assessment in Art Education </li></ul><ul><li>Race, P.; Brown, S.; & Smith, B. (2005...
 
REVIEW <ul><li>FLASHCARDS </li></ul>
<ul><li>Assessment which occurs during the process of art-making </li></ul>
<ul><li>  FORMATIVE ASSESSMENT </li></ul>
<ul><li>The main Focus of </li></ul><ul><li>assessment which  </li></ul><ul><li>is being judged </li></ul>
<ul><li>THE OBJECT OF ASSESSMENT </li></ul>
<ul><li>Occurs before beginning a lesson to gauge what students already know </li></ul>
<ul><li>PREASSESSMENT </li></ul>
<ul><li>THE ACT OF </li></ul><ul><li>MAKING ART </li></ul>
<ul><li>PROCESS </li></ul>
<ul><li>The characteristics </li></ul><ul><li>of art that can  </li></ul><ul><li>be judged </li></ul>
<ul><li>CRITERIA </li></ul>
<ul><li>The Type of </li></ul><ul><li>assessment that </li></ul><ul><li>occurs at the </li></ul><ul><li>end of the art </l...
<ul><li>SUMMATIVE ASSESSMENT </li></ul>
<ul><li>the outcome </li></ul><ul><li>of the process </li></ul>
<ul><li>PRODUCT </li></ul>
<ul><li>The term for </li></ul><ul><li>when students judge their own work </li></ul><ul><li>and progress </li></ul>
<ul><li>SELF - ASSESSMENT </li></ul>
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Arte387 Ch1

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Arte387 Ch1

  1. 1. Assessment in Art Education Donna Kay Beattie Chapter 1 Matthew Taden
  2. 2. Assessment <ul><li>Assessment - method or process of gathering information about people, programs, or objects for the purpose of making an evaluation. </li></ul><ul><li> Classroom </li></ul><ul><li> District </li></ul><ul><li> State </li></ul><ul><li> National </li></ul>
  3. 3. Recent Changes in Assessment <ul><li>Changes in Response to: </li></ul><ul><li>Increased in understanding of human growth and development </li></ul><ul><li>Advances in computer technologies </li></ul><ul><li>Introduction of the “thinking curriculum” </li></ul><ul><li>-emphasis on higher-level cognitive abilities (Beattie 3) </li></ul><ul><li>Implementation of Visual Arts Discipline: </li></ul><ul><li>Aesthetics </li></ul><ul><li>Art Criticism </li></ul><ul><li>Art History </li></ul><ul><li>Art Production </li></ul>
  4. 4. Reasons for Assessment <ul><li>Diagnose and inform students of strengths and weaknesses </li></ul><ul><li>Monitor student progress and improvement </li></ul><ul><li>Improve and adapt lessons and methods using assessment data </li></ul><ul><li>- reassessing - re teaching based on assessment findings </li></ul><ul><li> </li></ul><ul><li>Use information to manage classroom </li></ul><ul><li>To set standards for students </li></ul><ul><li>Receive feedback on teaching methods </li></ul>
  5. 5. A Quality Assessment <ul><li>Should be “student-oriented and teacher-directed” (Beattie 6) </li></ul><ul><li>Cooperation and Collaboration – reflect upon classroom dialogue, </li></ul><ul><li> debates, and group discussions </li></ul><ul><li>Student Participation in assessment : </li></ul><ul><li>-Interests -Experiences -Learning Styles </li></ul><ul><li>Example: Dr. Wang Assignment </li></ul><ul><li> Preassess ! – assessing before an art project </li></ul><ul><li>begins to gain knowledge of any </li></ul><ul><li>misconceptions or preconceptions. </li></ul><ul><li>Example : BINGO! </li></ul>
  6. 6. An Assessment should… <ul><li>Have easier criteria first, harder criteria last </li></ul><ul><li>Criteria – characteristics of art the can be judged </li></ul><ul><li>Use many images and examples </li></ul><ul><li>Be flexible </li></ul><ul><ul><ul><li>Aware of new techniques and instruments </li></ul></ul></ul><ul><ul><ul><li>Strategies </li></ul></ul></ul><ul><ul><ul><li>Technologies </li></ul></ul></ul><ul><li> Your Students should know: </li></ul><ul><li> -Time frame </li></ul><ul><li> -Procedures </li></ul><ul><li> -Content </li></ul><ul><li> -Expected Performance </li></ul><ul><li> -Evaluation methods </li></ul>
  7. 7. Equity <ul><li>Take into consideration: </li></ul><ul><li>Previous Learning Experiences </li></ul><ul><li>Race </li></ul><ul><li>Sexual Orientation </li></ul><ul><li>Gender </li></ul><ul><li>Language </li></ul><ul><li>Intellectually-Challenged </li></ul><ul><li>Physically-Challenged </li></ul>Linguistic intelligence - words Logical-mathematical intelligence - number Spatial intelligence - images Bodily-Kinesthetic intelligence - body Musical intelligence - music Interpersonal intelligence - people Intrapersonal intelligence - self Naturalist intelligence - nature Multiple Intelligences Howard Gardner
  8. 8. An Assessment should… <ul><li>Be Continuous- </li></ul><ul><li>constantly gathering new information </li></ul><ul><li>- most recent data is more valid </li></ul><ul><li>Formative Assessment - gathering information about students during production. </li></ul><ul><li>Example: Conducting individual meetings with students mid-way through project. </li></ul><ul><li>Multi-layered </li></ul><ul><li>Apply all Visual Arts Disciplines: </li></ul><ul><li>Aesthetics </li></ul><ul><li> Art Criticism </li></ul><ul><li> Art History </li></ul><ul><li> Art Production </li></ul>
  9. 9. Six Types of Knowledge (Beattie 7) <ul><li>Knowledge of the content of discipline – </li></ul><ul><li>facts, ideas, and generalizations </li></ul><ul><li>Procedural Knowledge – </li></ul><ul><li>skills and processes </li></ul><ul><li>Conditional Knowledge – </li></ul><ul><li>why certain procedures are used in certain situations </li></ul><ul><li>Metacognitve – </li></ul><ul><li>usage of factual and procedural knowledge to achieve personal goals </li></ul><ul><li>Knowledge in motor skills – </li></ul><ul><li>manipulation of tools </li></ul><ul><li>Knowledge of attitude – </li></ul><ul><li>emotional states and habits of the mind </li></ul>
  10. 10. Product or Process? <ul><li> BOTH </li></ul><ul><li>Object of Assessment - main focus of assessment </li></ul><ul><li>Process – activities which lead to the product </li></ul><ul><li>Product – result of process or procedure </li></ul><ul><li>Both product and process should be the objects of assessment </li></ul>
  11. 11. Teaching Artists: Assessing Arts Education <ul><li>http://www.youtube.com/watch?v=bMBRCnxxnns </li></ul>
  12. 12. Terms <ul><li>Assessment – method of gathering information of students for evaluation </li></ul><ul><li>Assessment guideline –preparation of an assessment </li></ul><ul><li>Criteria – characteristics of art the can be judged (elements and principles) </li></ul><ul><li>Formative assessment – during the process of art-making </li></ul><ul><li>Preassessment – before beginning a lesson to gauge what students know already </li></ul><ul><li>Process – act of making art (painting, drawing) </li></ul><ul><li>Product – the outcome of the process (finished) </li></ul><ul><li>Summative assessment – at the end of the process (final critique) </li></ul><ul><li>Self-assessment – students judge their own work and progress </li></ul><ul><li>Object of assessment – main focus which is being judge (process and product) </li></ul>
  13. 13. Sources: <ul><li>Beattie, D. (1997). Assessment in Art Education </li></ul><ul><li>Race, P.; Brown, S.; & Smith, B. (2005). 500 tips on Assessment </li></ul><ul><li>(2 nd ed.). Oxon, UK: Routledge Falmer. </li></ul><ul><li>MassCulturalCouncil. (2009, October 01). Teaching Artists: </li></ul><ul><li>Assessing Arts Education. Retrieved from http:// </li></ul><ul><li>www.youtube.com/watch?v=bMBRCnxxnns </li></ul>
  14. 15. REVIEW <ul><li>FLASHCARDS </li></ul>
  15. 16. <ul><li>Assessment which occurs during the process of art-making </li></ul>
  16. 17. <ul><li> FORMATIVE ASSESSMENT </li></ul>
  17. 18. <ul><li>The main Focus of </li></ul><ul><li>assessment which </li></ul><ul><li>is being judged </li></ul>
  18. 19. <ul><li>THE OBJECT OF ASSESSMENT </li></ul>
  19. 20. <ul><li>Occurs before beginning a lesson to gauge what students already know </li></ul>
  20. 21. <ul><li>PREASSESSMENT </li></ul>
  21. 22. <ul><li>THE ACT OF </li></ul><ul><li>MAKING ART </li></ul>
  22. 23. <ul><li>PROCESS </li></ul>
  23. 24. <ul><li>The characteristics </li></ul><ul><li>of art that can </li></ul><ul><li>be judged </li></ul>
  24. 25. <ul><li>CRITERIA </li></ul>
  25. 26. <ul><li>The Type of </li></ul><ul><li>assessment that </li></ul><ul><li>occurs at the </li></ul><ul><li>end of the art </li></ul><ul><li>making process </li></ul>
  26. 27. <ul><li>SUMMATIVE ASSESSMENT </li></ul>
  27. 28. <ul><li>the outcome </li></ul><ul><li>of the process </li></ul>
  28. 29. <ul><li>PRODUCT </li></ul>
  29. 30. <ul><li>The term for </li></ul><ul><li>when students judge their own work </li></ul><ul><li>and progress </li></ul>
  30. 31. <ul><li>SELF - ASSESSMENT </li></ul>

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