This paper discusses evaluation in art education. It distinguishes evaluation from measurement, testing, and grading. Evaluation involves judging the value of something based on educational objectives. The paper examines three ways to evaluate students' artworks: by comparing to prior work, peers' work, and criteria. It emphasizes evaluating both artistic production and creative process. The goal of evaluation is to improve curriculum and instruction by collecting data on student achievement.

1. Elliot W, Eisner
National Art Education Association Conference, Dallas, Texas

2. INTRODUCTION
Abstract
This paper represents
an effort to eliminate
some of the confusion
that exists in art
education regarding
the conception and
practice of evaluation
Main points:
Distinguish between
the meanings of
terms; evaluation,
measurement, testing
and grading
 What is Evaluation?
Evaluation is not simply a description of
something, nor is it an explanation. It is the
process through which one judges the
value of something. In education, the
general criterion one uses for purposes of
evaluation is one that is intimately related
to the educational outcomes (objectives)
one seeks to attain.
 What is Measurement?
 To measure is not to evaluate.
Measurement deals with quantification.
Not all data, especially in art, can be
quantified.

3.  What is Grading?
To grade is not to evaluate. Grading is the assignment of
symbol to a person’s performance. One can evaluate a
student’s work, his effort, his attitude without assigning
him a grade.
 What is Testing?
 Testing is simply one procedure through which some kinds of
evidence are obtained, to test is simply to secure a sample of a
student’s or group’s behavior or product through a mechanism that is
typically administered to them. To test is not necessarily to evaluate,
although test can be and usually are used for purposes of evaluation.

4. Evaluating Student’s Artworks
 Schooling is one of the major social mechanism
through which children are educated.
 Education is merely a process of changing
people and a process of improving human life.
 Teachers observed students’ work as an
evidence of developmental skills and ability in
producing good work.

5. Evaluating Student’s Artworks
Evaluating
student’s work
by comparing a
student’s
present work
with their peers
Consequences in evaluating artworks through
comparison.
1st, it would be difficult to examine the uniqueness
among students since comparison of one with a
population leads us to examine those
characteristics that are shared by all members of
the class
2nd , it leads to grading practices in which the
expectation of a normal distribution yields a self-fulfilling
prophecy. (Some teacher might feel guilty
and make all students believed that they will get an
A)
3rd, the comparison of artworks among students
also leads to labeling such as abnormal,
subnormal, slow learner and others.

6. Evaluating Student’s Artworks
 Besides that, another context of evaluation is that
of comparing a student’s performance to a
criterion.
 In this procedures, art educators need to…
 formulate an objective that he/she wanted
their students to acquire and then;
assess their performance or product in
relationship to that objective
 The recent advent of behavioral objectives into the
thinking of art educators most naturally fits with
this evaluation

7. CONT…
 The use of objectives, (in those area
where they are appropriate) in training
tasks and in the development of specific
skills such as how to stretch a canvas, to
prepare glaze, to make a mould using
plaster of Paris and others can facilitate
learning and make it more efficient

8. MAKING INFERENCES OF STUDENT’S WORK
 1st Distinction
 Student’s development
can be identify from the
‘empirical cues’ that
he/she provides
 Quality and characters
of student’s productive
work are important
resources
Character/
originality
Quality
Empirical cues

9. NEXT..
 2nd Distinction
 Art educators should emphasis on both
the production of art as well as the
process of producing the work of art.
We can have products only through
process and can ‘know’ the processes
only through products.

10. NEXT..
 3rd Distinction
 Next, an art educator need to focus within
the creative domain that deals with the
creative or imaginative ways in which
materials, forms and ideas are used in the
work

11. SUMMARY
 This paper concern indigenous to art education by the identification
of the critical skills expansion, the historical as realms of artistic
development in areas of curriculum development and also in
evaluation.
 There are three indications used to evaluate student’s work of art..
• By comparing recent student’s
work to his previous work
• By comparing student’s work to
that of their peers
• By comparing student’s work to
a criterion

12. SUMMARY
 The major function of evaluation is the improvement of curriculum
and instruction
 Art educators will use the collected data on student’s
achievements to…
 Make personal reflection of their curriculum instructions
 Identify whether they had provide the students with enough
resources and information during instruction
 Provide the students with more effective art programs
 Observe our own achievement in educating students
 Prepare an inspiring educational program which are more
successful and engaging with students. (Student-Centered
Learning)