THE Student Perception of Assessment in the Teaching and Learning Process of Art Education

Bea Tomsic Amon

doi:10.18690/rei.3006

Bea Tomsic Amon UNIVERSITY OF LJUBLJANA

Keywords: art education, assessment, evaluation, learning styles, grades.

Abstract

This paper discusses the importance of the learning and teaching process in art education in light of the accepted methods for establishing criteria for evaluating student achievement. The complex experience of art education is difficult to measure based on scales that use ambiguous verbal categories and standardize the image of the student in an activity intended for the opposite: to express what is unique to each individual in an artistic way. Some assessment strategies are presented, as well as a questionnaire with various student opinions about assessment, alongside the factors that influence these opinions.

Downloads

Download data is not yet available.

References

Angelo, T. A., and Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers (2nd Ed.). Hoboken, NJ: Jossey-Bass.

Arnheim, R. (1974). Art and Visual Perception: A Psychology of the Creative Eye (Expanded and revised ed.).

Berkeley, CA: University of California Press.

Arnheim, R. (1993). Consideraciones sobre la educación artística [Premisleki o umetniškem izobraževanju]. Barcelona: Paidos.

Aronson, J., Fried, C., and Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113–125.

Blackwell, L., Trzesniewski, K., and Dweck, C. S. (2007). Implicit theories of intelligence predict Achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78 (1), 246–263.

Cimpian, A., Arce, H., Markman, E. M., and Dweck, C. S. (2007). Subtle linguistic cues impact children's motivation. Psychological Science, 18(4), 314–316.

Cunliffe, L. (2005). The problematic relationship between knowing how and knowing that in art education. Oxford Review of Education, 31(4), 547-556.

Danielsen, A. G. Samdal, O., Hetland, J., and Wold, B. (2009). School-related social support and students’ perceived life satisfaction. The Journal of Educational Research, 102(4), 303–318.

Duh, M. (2004). Dileme pri ocenjevanju likovne vzgoje v prenovljeni osnovni šoli. Sodobna pedagogika, 55(1), 154-162.

Dweck, C. S. (2006). Mindset: The New Psychology of Success. New York: Random House.

Efland, A. D. (2002). Art and Cognition: Integrating the Visual Arts in the Curriculum. New

York/Reston: Teachers College Press.

Eisner, E. W. (2002). Arts and the Creation of Mind. New Haven, CT London: Yale University Press. College Press, Columbia University and National Art Education Association.

Fleming, N. D. and Mills, C. (1992). Not Another Inventory, Rather a Catalyst for Reflection. To Improve the Academy, 11(1), 137-155.

Gardner, H. (1993). Frames of Mind. Glasgow: Fontana Press.

Karlavaris, B. (1991). Metodika likovnog odgoja 2. Belgrade: Hofbauer.

Karlavaris, B., Barat, A., and Kamenov, E. (1988). Razvoj kreativnosti u funkciji emancipacije ličnosti putem likovnog vaspitanja. Belgrade: Prosveta.

Kolb, D. (1985). Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Prentice-Hall.

Kožuh, V., and Plazar, J. (2021). Pregled Vrednotenj Naravoslovnega Znanja V Prvem Vzgojno-Izobraževalnem Obdobju Osnovne Šole. Revija Za Elementarno Izobraževanje / Journal of Elementary Education, 14(2), 257–280, DOI https://doi.org/10.18690/rei.14.2.257-280.2021.

Morrison, K. R. B. (1993). Planning and Accomplishing School-centred Evaluation. Norfolk: Peter Francis Publishers.

Nussbaum, A. D., and Dweck, C. S. (2007). Defensiveness vs. remediation: Self-theories and modes of self-esteem maintenance. Personality and Social Psychology Bulletin, 34(5), https://doi.org/10. –1177/0146167207312960

Theall, M. and Franklin J. L. (2010). Assessing Teaching Practices and Effectiveness for Formative Purposes. In:

K. J. Gillespie, and D. L. Robertson (eds.) A Guide to Faculty Development. Hoboken, NJ: Jossey Bass.

Trumbull, E., and Lash, A. (2013). Understanding Formative Assessment: Insights from Learning Theory and Measurement Theory. San Francisco: WestEd.

Seagal, S., and Horne, D. (2002). The Human Dynamics Body of Knowledge and its Implications for Education: A Brief Account. http://www.newhorizons.org/strategies/styles/horne.htm

Smith-Shank, D. L., and Hausman, J. J. (1994). Evaluation in Art Education. Illinois Art Education Association.

Sternberg, R., Zhang, L. and Li-fang, J. (eds.) (2001). Perspectives on Thinking, Learning, and Cognitive Styles. New York: Lawrence Erlbaum Associates.

Sternberg, R. (2005). Intelligence, competence, and expertise. In A. Elliot, and C. S. Dweck (eds.), The Handbook of Competence and Motivation (pp. 15–30). New York: Guilford Press.

Şeker, H. (2020) Elementary and Middle School Students’ School Attitudes and Extracurricular Activities. Revija Za Elementarno Izobraževanje Journal of Elementary Education, 13(3), 347–364, DOI https://doi.org/10.18690/rei.13.3.347-364.2020.

Tomljenović, Z. (2018). Elementary School Teachers’ Attitudes towards the Importance and use of Teaching Methods in Visual Arts Education, Revija Za Elementarno Izobraževanje / Journal of Elementary Education, 11(1), 1-18, DOI 10.18690/1855-4431.11.1.1-18(2018)

Wiliam, D. (2014). What is assessment for learning? Studies in Educational Evaluation, 37(1), 2–14.