Transformative Shifts in Art History Teaching: The Impact of Standards-Based Assessment

Autor/in	Ormond, Barbara
Titel	Transformative Shifts in Art History Teaching: The Impact of Standards-Based Assessment
Quelle	In: Curriculum Journal, 22 (2011) 4, S.567-590 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2011.627225
Schlagwörter	Art History; Foreign Countries; Teaching Methods; Change Strategies; Educational Change; Shift Studies; Academic Standards; Alignment (Education); Skill Development; Scholarship; Educational Practices; Educational Development; Educational Policy; Secondary School Curriculum; Instructional Innovation; New Zealand + Suchen Sie Ihr Suchwort? History of art; History of arts; Kunstgeschichte; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lösungsstrategie; Bildungsreform; Schichtunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Scholarships; Stipendium; Bildungspraxis; Bildungsentwicklung; Politics of education; Bildungspolitik; Educational Innovation; Bildungsinnovation; Neuseeland
Abstract	This article examines pedagogical shifts in art history teaching that have developed as a response to the implementation of a standards-based assessment regime. The specific characteristics of art history standards-based assessment in the context of New Zealand secondary schools are explained to demonstrate how an exacting form of assessment has led teachers to transform their practices to target precise assessment outcomes. The article also examines the complexities of facilitating effective learning for a skills-focused assessment programme alongside an existing and demanding art history content prescription, and discusses how assessment has, unintentionally, created shifts in the knowledge expectations of both students and teachers. Learning activities are included to illustrate how a high level of precision in alignment between assessment and pedagogy has the potential to enhance understanding in relation to standards-based achievement. (Contains 10 notes, 3 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10