Literaturnachweis - Detailanzeige
| Autor/in | Stokrocki, Mary |
|---|---|
| Titel | Reconsidering Everyday Assessment in the Art Classroom: Ceramics and Science |
| Quelle | In: Arts Education Policy Review, 107 (2005) 1, S.15 (7 Seiten)Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 1063-2913 |
| Schlagwörter | Stellungnahme; Middle School Students; Educational Assessment; Art Education; Visual Arts; Critical Thinking; Self Evaluation (Individuals); Student Participation; Ceramics; Student Evaluation; Evaluation Methods; Feedback; Preservice Teacher Education Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Education; assessment; Bewertungssystem; Arts; Art in Education; Kunst; Bildung; Erziehung; Optische Gestaltung; Kritisches Denken; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Keramik; Schulnote; Studentische Bewertung; Lehramtsstudiengang; Lehrerausbildung |
| Abstract | Educational assessment is more than measurement, rubrics, and grades. Its real focus needs to be on learning. Art educators need to pay attention to the assessment of daily learning as well. Everyday assessment of classroom learning is crucial because it provides feedback directly to students in the process of their learning, more than mere measurement or rubric ranking does. Teachers should provide opportunities for students to learn how to pre-assess and post-assess their own learning, compare the results of their first assignment with a later one, problem-solve and reflect collaboratively, evaluate their own artwork, draw pictures of and measure what they learn, and provide suggestions about their works in the future. This should start at the middleschool level, when students are interested in technical concerns, scientific wonders, and how things work. Examples emerged from the author's teaching experience in a course on ceramics and science for middleschool students that demonstrated how assessment results can guide program development, curriculum design, and classroom instruction. This article explores the quality of everyday assessment, the means of assessment, and what can be accepted as evidence of learning in visual art education. Art educators need practical and accessible examples that translate at the classroom level. (Contains 1 note.) (ERIC). |
| Anmerkungen | Heldref Publications, Helen Dwight Reid Educational Foundation, 1319 Eighteenth Street, NW, Washington, DC 20036-1802. Web site: http://www.heldref.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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