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By Charles M Dorn; Stanley S Madeja; Frank Robert Sabol

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Extra resources for Assessing expressive learning : a practical guide for teacher-directed, authentic assessment in K-12 visual arts education

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14. Reflected the impact of discipline-based art education. 27 1 THE ASSESSMENT CONTEXT Most art teachers reported more than one type of change. Significant differences were not common among instructional levels, with the exceptions of “more emphasis on writing” and “included student input,” which were primarily identified by secondary art teachers, and “focused more on the performance of the class than on individual students” and “reflected the impact of discipline-based art education,” which were reported by elementary art teachers alone.

Artists’ evaluations do not always focus on their own work. They may extend to evaluations of works of art from the past as found in the history of art or to the works artists are creating currently. A number of questions about assessment and its connections with artists arise. For example, for what purposes do artists evaluate their works of art? What criteria do artists use in these evaluations? How have these criteria changed over time? Do artists use similar criteria to evaluate their work and that of other artists?

This summary of findings of studies about the relationship of assessment to art education suggests that art teachers possess a generally acceptable level of understanding about assessment, are aware of its importance in art education, and embrace it in their programs. Yet, the findings also reveal that art teachers are keenly aware of, and understand, the numerous drawbacks assessment brings to art education. Additionally, the findings identified art teachers’ deficiencies in assessment knowledge and areas in need of further professional development.

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