Learner Involvement in Art and Design Education Assessment: The Missing Matrix in Botswana's Primary Schools

Autor/inn/en	Mannathoko, Magdeline C.; Mamvuto, Attwell
Titel	Learner Involvement in Art and Design Education Assessment: The Missing Matrix in Botswana's Primary Schools
Quelle	In: Arts Education Policy Review, 119 (2018) 3, S.172-184 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2016.1260081
Schlagwörter	Foreign Countries; Elementary School Students; Learner Engagement; Art Education; Design; Creative Activities; Visual Arts; Educational Practices; Student Evaluation; Student Participation; Qualitative Research; Evaluation Criteria; Knowledge Base for Teaching; Administrator Attitudes; Teacher Attitudes; Participant Observation; Semi Structured Interviews; Botswana + Suchen Sie Ihr Suchwort? Ausland; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Optische Gestaltung; Bildungspraxis; Schulnote; Studentische Bewertung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Qualitative Forschung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten; Teilnehmende Beobachtung
Abstract	Art in Botswana primary schools is taught under the umbrella term Creative and Performing Arts (CAPA), a subject that encompasses various arts disciplines. The arts disciplines are Physical Education, Music, Design and Technology, Home Economics, and Drama and Dance. The subject introduces learners to various disciplinary knowledge, media, and techniques in the arts. This study focused on the visual arts as a component of CAPA. It investigated the extent to which primary school teachers involved learners in the assessment processes. The qualitative study involved 12 randomly selected primary school teachers from four purposively selected schools and four administrators purposively selected by virtue of their senior positions in practical subjects. The methodology was premised on Parlett and Hamilton's (1972) concept of illuminative evaluation, Black, Harrison, Lee, Marshall, and William's (2004) and Lindstrom's (2007) learner participation models, as well as Feldman's (1994) art criticism model. Data revealed that pupils did not meaningfully participate in the assessment of their own work due to teachers' limited knowledge of appropriate assessment procedures. Teachers did not share the assessment criteria, which were limited to numerical grades and comments such as good, fair, and excellent. Pupils were not involved in critical analysis and evaluation of their art and craft works while in progress. Teachers emphasized the end product and marking was done without any prior negotiation of grading criteria with learners. The study recommends a shared approach to assessment, which values both the process and product of artistic engagement by the learner. Teacher education programs are encouraged to seriously consider assessment of the arts, particularly self assessment as it is this critical dimension that measures children's artistic growth and development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01