This document discusses art assessment in three main ideas: 1. Effective assessment meets the needs of students, the art program, classroom environment, and community. 2. Quality assessment examines both artistic products and processes. 3. Students' preconceptions significantly impact the learning process by determining what they understand. It also provides vocabulary terms for assessment types and examples of art assessment activities and principles of quality art assessment. The principles emphasize that assessment should be student-oriented, support instructional objectives, be continuous, and equal for all students.

1. ART ASSESSMENT
AED 303 SECTION 002

2. MAIN IDEAS
Jess Robinson
Tyler Peirce
Lizzy Hoenigke

3. Main Idea 1
Effective assessment meets the needs of students,
the specific art program, the classroom environment,
and the community.

4. Main Idea 2
Quality classroom assessment examines both products
and processes, which means the object of
assessment can be either a product or a
process or both.

5. Main Idea 3
Preconceptions significantly impact the learning
process. They determine what will be understood
during the course of an art lesson or program.

6. VOCABULARY, ISSUES
AND CONNECTIONS
"Not everything that matters can be measured,
and not everything that is measured matters."
-Eisner
Alyssa Myer
Kimberly Cho
Madeline Large
Lisa Marusco

7. Vocabulary
Assessment: Method or process used for gathering
information about people, programs, or objects for the
purpose of evaluation.

8. Vocabulary
Formative Assessment: Refers to judgment made
during the implementation of a program that is directed
toward modifying, learning, or improving the program
before it is completed.

9. Vocabulary
Summative Assessment: Evaluates a completed
program, procedure, or product.

10. Vocabulary
Criterion-Referencing: A type of score referencing
system that compares a student's score on a
performance to a whole repertoire of behaviors.

11. Issues
Seeing as how this reading is specifically for art
educators, could one argue that the assessment
guidelines described do not pertain to the regular
elementary education classrooms?
If not, why not? If they do relate, how could these
assessment strategies be used in the regular
education classrooms? In other words, are the
assessment guidelines the same for art classrooms
and regular classrooms?

12. Connections
How can we connect what we now know about
assessment to our own teaching in an elementary
classroom?

13. ACTIVITY 1
Rachael Deiner
Lauren Jeffrey
Lizzie Crowley
Maura Stewart

14. Directions
Create a Valentine! You must use at least two of the
watercolor techniques we have learned in class
previously. Some techniques are listed below:
-Watercolor resist (using a white crayon/pastel)
-Wet on wet
-Glazing
-Even wash
-Dry brush
We will be walking around the classroom to see if you
have mastered these watercolor processes.

15. ACTIVITY 2
Brigid Crane
Tessa Croft
Alyssa Tourso
Justine Hoster

16. Directions
Now that you have all composed your drawings, turn to
your table and go around making critiques of one
another's work giving feedback and thoughts of the
paintings.
Make sure this is constructive criticism and not hurtful
insults.*
Then we will share with the class our thoughts and what
everyone came up with.
Reflection: Do you think this is a good thing to use in the
classroom and how do we need to be sensitive about our
critiques?

17. DISCUSSION
Caitlin Nelson
April Ramsey
Matthew Nuñez
Emily Salamon

18. Principles of Quality
Art Assessment
1. Assessment is student-oriented and teacher-directed.
-At times, though, it should definitely be a collaboration
of students and teachers ideas; the teacher should not
appear as an authoritarian figure
- Student needs, interests, learning styles and
strategies, and special considerations determine
appropriate assessment strategies.
2. Assessment supports, rather than interferes with
instruction and course objectives.
- Classroom assessment neither interrupts nor drives
teaching. It should be neither cumbersome nor
overwhelming for the teacher to manage.

19. Continued…
3. Assessment is continuous and focused on providing ongoing
information.
- Effective classroom assessment scrutinizes students'
strengths and weaknesses. Specific problems and their
underlying causes, and implies strategies for improvement,
providing for the art educator feedback that reveals
students' long-term progress toward a set of determined exit-
level standards.
4. Assessment is equal for all.
- Classroom assessments are crafted to ensure fairness for all
students. Equity issues art educators need to address include
assessment content versus students' learning experiences,
racial or sexist content of assessment tools, special
adaptations of assessments for non-English speaking and
intellectually and physically-challenged students, assessment
atmosphere and conditions that might influence outcomes, and
proper interpretation of assessment scores

20. Discussion Questions
What are some forms of assessment other
than the standard test?
With all the different aspects of equity to
consider, what do you think are tools or ways
to ensure equal assessment?
Why is assessment important?