Literaturnachweis - Detailanzeige
| Autor/in | Yau, Maria |
|---|---|
| Institution | Toronto Board of Education (Ontario). |
| Titel | A Holistic Approach to Evaluation: An Example from the Visual Arts. |
| Quelle | In: Scope, 5 (1990) 1, S.1-4 (6 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| Schlagwörter | Academic Achievement; Art Education; Educational Assessment; Evaluation Methods; Evaluation Needs; Evaluation Problems; Evaluation Research; Foreign Countries; Formative Evaluation; Holistic Evaluation; Participant Observation; Portfolios (Background Materials); Secondary Education; Student Evaluation; Visual Arts |
| Abstract | This document illustrates holistic methods of evaluation, using an example of a new arts assessment mechanism developed by researchers involved in a five-year, large-scale assessment project called ARTS PROPEL. It is noted that these methods can be applied in many other content areas. ARTS PROPEL's philosophy and ministry guidelines are outlined and compared to the latest Ontario Ministry of Education curriculum guidelines in visual arts. Both ARTS PROPEL's developers and the Ontario Ministry of Education agree that: (1) assessment in the arts should not be restricted to the evaluation of final products; (2) there should be an emphasis on arts learning; and (3) the assessment process should not be an end in itself but should have instructional and learning value for both teachers and students. Two major assessment instruments devised by ARTS PROPEL, domain projects and portfolios, are explained. Domain projects are class exercises with two functions: (1) to provide learning exercises for students; and (2) to offer a vehicle for teachers to assess their students' artistic skills and learning development. The document provides an example of a domain project concerning composition, and argues that portfolios allow teachers to evaluate their students long-term artistic development. It also outlines what these portfolios should contain. The document concludes that while holistic methods of assessment are complex, they allow students to learn production skills in relation to their work. (KM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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