Assessment in the Visual Artshttp:/

Assessment in the Visual Arts
http://home.oise.utoronto.ca/~hinwood/art_assessment.htm

Introduction
• Assessment is the collecting, recording and analyzing of data about a student's progress and achievement
• Evaluation is the ongoing process of making judgments or decisions based on the interpretation of data
• Reporting is the sharing of information with parents, students and the community

The primary purpose of assessment is to determine students' achievement of the Arts expectations; however, this same information can also be used to determine the effectiveness of programs and teaching methods to enable all students to achieve to the best of their abilities. Diagnostic assessment allows teachers to anticipate the needs and interests of students in the early planning stages, while formative assessment and evaluation during the program can modify and maximize students' learning experiences. Summative assessment and evaluation monitors students' attainment of the expectations and provides for program improvements in the future. All of these forms of assessment and evaluation should be viewed as continuous and essential parts of teaching and learning in the arts.

Assessment strategies should be congruent with the expectations, student demonstrations and teaching/learning activities in any unit of study. Assessment should therefore be planned in advance and be an integral, meaningful part of the instructional process. It is important that all assessment focus on individual performance in meeting the expectations.

In order to collect valid and accurate information about students' attainment of the outcomes, assessment should involve a variety of strategies used frequently throughout the instructional process. Assessment should also be collaborative, involving all participants in the learning process: students, peers, family and teachers. In this, the criteria on which assessment is based should be made clear to all of the participants at the outset.

The establishment of the criteria is best achieved with the students themselves; this gives them a role in deciding which aspects or qualities of the project are most important to assess. Once established, a clear list of the assessment criteria should be made easily accessible to remind students of the perimeters of the project. Opportunities should be provided for students to assess their own process and product during and after the project is completed.

It is of special importance that equal attention be placed on both the processes and products of learning in the visual arts. In the past assessment has focused too heavily on the final artwork or product as the sole measure of a student's achievement. The evaluation of this product must be balanced with an examination of the process each student has undergone.

The role of constructive criticism is also important to consider. As involvement in the visual arts is a subjective and often individual experience, positive, constructive criticism should be emphasized so as to build confidence and encourage students' efforts of self-expression. While students may need direction initially about critiquing their peers' work in this manner, once developed their insight and support can be a valuable assessment tool for students and teachers alike.

Students' ability to assess and correct their own work, assess the work of their learning partners, and give and receive constructive criticism are important skills to develop in any evaluative process. The ultimate purpose of assessment and evaluation is to develop students' self-evaluation skills, necessary for life-long learning and success.

Checklist: How does your assessment measure up? …

The following is a quick way to check the quality of your approach to assessment, summarized from Assessment in Art Education by Donna Kay Beattie. For more detailed information on this topic, refer to this excellent publication (details in the Learning Resources section.)
• is it student-oriented and teacher-directed?
• does it support instruction and learning objectives?
• have the criteria for assessment been made clear to all participants?
• is it based on the Arts expectations?
• is it on-going?
• does it include a balance of formal and informal strategies?
• does it focus on product and process?
• does it provide opportunities for students to revise or change their work?
• is it responsive to different types of knowledge?
• does it respond to expanded notions of intelligence and creativity?
• does it take into account students’ pre-assessment information?
• is it equitable for all participants?
• does it responsive to collaborative and cooperative learning?
• does it measure students’ individual growth (rather than comparing them to each other?)
• are the assessment tools easily understood and well-ordered?

Reporting Considerations

An integral part of the assessment and evaluation process is reporting, which involves interpreting and sharing what students have achieved. It should be directly related to the expectations of a unit of study, and should explain the purpose of the evaluation as well as the assessment criteria and methods used. It should also detail any program modification that was made to improve the program's effectiveness or the student's achievement of the outcomes. Reporting should involve the student, their family and others involved in their learning, and should be conducted on an ongoing basis both verbally and in writing.

Assessment Techniques

The following is an overview of the traditional and performance-based techniques frequently used by teachers in visual art education assessment and evaluation. Select and incorporate those that best complement your existing program.

Portfolios
Portfolios are an excellent way of balancing the assessment of both process and product as students can demonstrate their ideas, self-assessment and revisions on projects. As they can be used to store sketches, working drawings, notes, and final artworks, some refer to them as 'processfolios.' Refer to the sample Portfolio Assessment Review on page - as a means of assessing portfolios.

Sketchbooks/Visual Journals
This is a great way for students to reflect on current projects or collect images for future ones. Notes or thoughts can be written or drawn; images can be student-created (drawing, photography) or ready-made from magazines, newspapers, packages, etc. They provide students with a private space to practice drawing/painting/photography skills and to track themes and/or ideas that interest them. In turn these can then be used as preliminary sketches for other artworks or as elements for collages. Can be assessed with a tally sheet (recording regularity of entries) or as a means of checking the development of ideas for a project.

Students' Demonstrations
Students' acquisition and/or application of skills and techniques can be assessed as they work on projects or when asked to demonstrate for others. Record your observations using checklists or anecdotal records. Focus equally on their experience of the process of art-making as on their final product.

Integrated Performances
This form of assessment combines new learning on a topic and assessment into one simultaneous experience. Performances should encourage creative thinking, open-ended responses, and the synthesis of previously learned material. Conducted individually or in groups, these tasks can be plays, simulations, innovative written assignments or projects. Criteria for assessment must be clearly identified at the outset.

Tests
A wide variety of tests can be used to assess students’ learning in the visual arts as they can be used to assess cognitive skills (such as knowledge gain or retention) or metacognitive skills (such as comprehension or problem-solving.) Traditional tests include visual identification of artworks and ‘pen and paper’ tests to assess art historical knowledge, but with a little imagination, tests can be made more games-based and done in groups rather than individually (eg. artwork bingo, solve an art mystery, art auctions, etc.)

Writings
Like tests, written forms of assessments can be done in a traditional manner, or take a more imaginative form. Instead of a straightforward essay on the biography of an artist, ask students to take on the role of the artist and write a letter to a friend from their perspective, perhaps describing an artistic challenge they are facing (eg. Van Gogh writing to Gauguin.) Have them write a poem or a story to complement an artwork’s style, or a critique of an exhibition in the neighbourhood. At minimum, provide opportunities for students to combine literary demonstrations with visual ones, illustrating their words with pictures; this offers students different ways to excel in the same assessment vehicle.

Group Discussion
Group discussions can be useful in assessing oral responses to works of art. Criteria can include frequency and quality of individual participation as well as quality of interaction with others, and should be clearly identified in advance. Combining this with a follow-up technique, such as a journal entry, allows an opportunity to assess those not verbally-oriented.

Critiques
Critiques can be done by the student (self-critique), by his/her peers, or by the teacher in written or oral, public or private form. They can be conducted mid-project or at the end, but should always be positive in tone, noting what was done well and what can be improved on. Opportunities for revision or re-making a project based on critiques should be offered.

Self-Assessment
Given the subjective nature of art-making, students must be given opportunities to reflect on their own work and assess whether or not it achieved the criteria of the project a

結果 (繁體中文) 1:

Assessment in the Visual Artshttp://home.oise.utoronto.ca/~hinwood/art_assessment.htm Introduction• Assessment is the collecting, recording and analyzing of data about a student's progress and achievement• Evaluation is the ongoing process of making judgments or decisions based on the interpretation of data• Reporting is the sharing of information with parents, students and the community The primary purpose of assessment is to determine students' achievement of the Arts expectations; however, this same information can also be used to determine the effectiveness of programs and teaching methods to enable all students to achieve to the best of their abilities. Diagnostic assessment allows teachers to anticipate the needs and interests of students in the early planning stages, while formative assessment and evaluation during the program can modify and maximize students' learning experiences. Summative assessment and evaluation monitors students' attainment of the expectations and provides for program improvements in the future. All of these forms of assessment and evaluation should be viewed as continuous and essential parts of teaching and learning in the arts. Assessment strategies should be congruent with the expectations, student demonstrations and teaching/learning activities in any unit of study. Assessment should therefore be planned in advance and be an integral, meaningful part of the instructional process. It is important that all assessment focus on individual performance in meeting the expectations. 為了收集有關學生素養的成果有效和準確的資訊，評估應包括各種策略在整個教學過程中經常使用。評估還應協作，涉及在學習過程中的所有參與者： 學生、 同行、 家人和老師。在這方面，評估所基於的標準應明確對所有的參與者在開始時。 建立的標準最好取得與學生自己 ；這使他們在決定哪些方面或專案的品質才最重要的是評估的作用。一旦建立，評估標準的明確清單應容易接近，提醒學生專案的週邊環境。機會應提供學生要評估自己的過程和產品，期間和之後該專案的完成。 它是具有特殊重要性的同等重視的過程和學習在視覺藝術中的產品。在過去的評估重點過於最終圖稿或產品作為衡量一個學生成就的唯一標準。這種產品的評價必須平衡與考試每個學生經歷的過程。 The role of constructive criticism is also important to consider. As involvement in the visual arts is a subjective and often individual experience, positive, constructive criticism should be emphasized so as to build confidence and encourage students' efforts of self-expression. While students may need direction initially about critiquing their peers' work in this manner, once developed their insight and support can be a valuable assessment tool for students and teachers alike. Students' ability to assess and correct their own work, assess the work of their learning partners, and give and receive constructive criticism are important skills to develop in any evaluative process. The ultimate purpose of assessment and evaluation is to develop students' self-evaluation skills, necessary for life-long learning and success. Checklist: How does your assessment measure up? … The following is a quick way to check the quality of your approach to assessment, summarized from Assessment in Art Education by Donna Kay Beattie. For more detailed information on this topic, refer to this excellent publication (details in the Learning Resources section.)• is it student-oriented and teacher-directed?• does it support instruction and learning objectives?• have the criteria for assessment been made clear to all participants?• is it based on the Arts expectations?• is it on-going?• does it include a balance of formal and informal strategies?• 是否它專注于產品和過程嗎？• 是否它提供機會讓學生修改或更改他們的工作嗎？• 是知識的適應不同類型嗎？• 是否它回應的智力和創造力的擴大概念嗎？• 是否它考慮到學生帳戶的預評價資訊嗎？• 是為所有參與者公平嗎？• 這回應協作和合作學習呢？• 是否它衡量學生的個體生長 （而不是與對方進行比較嗎？）• 是評估工具易於理解和有序嗎？ 本報告所述的考慮因素 報告了評估和評價過程的一個組成部分，其中涉及解釋和分享學生有進步。它應該直接相關的研究中，一個單位的期望，並應解釋評價的評價標準和方法的目的。它還應詳細說明了以提高計畫的有效性或學生成績的成果的任何程式修改。報告應包括學生、 他們的家庭和其他參與他們的學習，並應在持續的基礎上進行，口頭和書面。 評估技術 以下是常用的視覺藝術教育評估和評價教師的傳統和基於績效技術的概述。選擇並應納入這些最好地補充您現有的程式。 投資組合投資組合是平衡過程和產品的評估，因為學生們可以證明他們的想法、 自我評估和修訂專案的最佳方式。因為它們可以用於存儲草圖、 圖紙、 注釋和最後的作品，有些把它們稱為 'processfolios'。請參閱樣本組合評估審查上頁-作為評估投資組合的一種手段。 寫生簿/視覺期刊這是一個偉大地為學生反思當前專案或收集未來圖像。備註或思想可以寫或畫 ；圖像可以是學生創建的 （繪圖、 攝影） 或現成從雜誌、 報紙、 包裹等。他們為學生提供一個私人的空間，練習繪畫，繪畫，攝影技巧和軌道的主題和 （或） 他們感興趣的想法。反過來這些可以用其他藝術品初步草圖或作為要素的抽象拼貼畫。可衡量的統計表 (錄音規律性的條目) 或作為檢查的有關專案的想法發展的一種手段。 學生的示威遊行因為他們的工作專案或要求來展示給別人的時候，可以評估學生的習得和 （或） 技能和技術中的應用。記錄觀察結果使用清單或軼事記錄。他們的藝術創作上他們最終產品的過程的經驗給予同樣的重視。 綜合的性能This form of assessment combines new learning on a topic and assessment into one simultaneous experience. Performances should encourage creative thinking, open-ended responses, and the synthesis of previously learned material. Conducted individually or in groups, these tasks can be plays, simulations, innovative written assignments or projects. Criteria for assessment must be clearly identified at the outset. TestsA wide variety of tests can be used to assess students’ learning in the visual arts as they can be used to assess cognitive skills (such as knowledge gain or retention) or metacognitive skills (such as comprehension or problem-solving.) Traditional tests include visual identification of artworks and ‘pen and paper’ tests to assess art historical knowledge, but with a little imagination, tests can be made more games-based and done in groups rather than individually (eg. artwork bingo, solve an art mystery, art auctions, etc.) WritingsLike tests, written forms of assessments can be done in a traditional manner, or take a more imaginative form. Instead of a straightforward essay on the biography of an artist, ask students to take on the role of the artist and write a letter to a friend from their perspective, perhaps describing an artistic challenge they are facing (eg. Van Gogh writing to Gauguin.) Have them write a poem or a story to complement an artwork’s style, or a critique of an exhibition in the neighbourhood. At minimum, provide opportunities for students to combine literary demonstrations with visual ones, illustrating their words with pictures; this offers students different ways to excel in the same assessment vehicle. Group DiscussionGroup discussions can be useful in assessing oral responses to works of art. Criteria can include frequency and quality of individual participation as well as quality of interaction with others, and should be clearly identified in advance. Combining this with a follow-up technique, such as a journal entry, allows an opportunity to assess those not verbally-oriented. CritiquesCritiques can be done by the student (self-critique), by his/her peers, or by the teacher in written or oral, public or private form. They can be conducted mid-project or at the end, but should always be positive in tone, noting what was done well and what can be improved on. Opportunities for revision or re-making a project based on critiques should be offered. Self-AssessmentGiven the subjective nature of art-making, students must be given opportunities to reflect on their own work and assess whether or not it achieved the criteria of the project a

結果 (繁體中文) 2:

在視覺藝術評估
http://home.oise.utoronto.ca/~hinwood/art_assessment.htm 介紹•評估是收集，記錄和數據分析的有關學生的進步和成就•評估是作出判斷的持續過程或基於數據的決策解釋•報告是與家長，學生和社會信息共享評估的主要目的是確定學生成績的藝術期望; 然而，這種相同的信息也可以被用來確定節目和教學方法的有效性，以使所有學生達到給自己最大的能力。診斷評估允許教師預測學生在早期規劃階段的需求和利益，而節目中形成性評價和評估可以修改，最大限度地提高學生的學習經歷。總結性評估和評價監督學生表現的期望，並為在未來的改進方案。所有這些形式的考核和評價應被視為教學的持續和重要部件和學習的藝術。評估策略應該是一致的期望，學生示威和教學/學習活動中學習的任何單位。評估，因此應事先規劃是教學過程中不可或缺的，有意義的部分。重要的是，所有的評估側重於滿足的期望。個人表現是很重要的。為了收集有關學生表現的成果有效和準確的信息，評估應涉及各種整個教學過程中經常使用的策略。評估也應該是合作，涉及在學習過程中的所有參與者：同學，同事，家人和老師。在此，在其評估依據的標準應明確所有的參與者在一開始，是最好的學生自己完成的標準的建立; 這使他們在決定角色該項目的各方面或品質是最重要的評估。一旦建立，評估標準的明確清單應易於獲得，提醒學生該項目的周長。應為學生提供在該項目完成後，以評估自己的流程和產品的機會。這是特別重要的是，同樣的關注放在這兩個過程和學習視覺藝術的產品。在過去評估的重點過多地對最終作品或產品作為一個學生的成績的唯一標準。本產品的評估必須與過程每個學生經歷的考試來平衡。建設性批評的作用也是考慮的重要。由於參與的視覺藝術是主觀的，往往個人的經驗，積極的，建設性的批評應該強調，以建立信心，並鼓勵學生自我表達的努力。雖然學生最初可能需要對方向批判他們的同齡人的作品以這種方式，一旦開發他們的洞察力和支持，可以是一個有價值的評估工具，為學生和教師的一致好評。學生的評估和糾正自己的工作，評估工作的能力學習合作夥伴，給予和接受建設性的批評是很重要的技能，在任何評價過程中發展起來的。評估和評價的最終目的是培養學生的自我評價能力，必要的終身學習和成功。清單：請問你的評估措施嗎？...... 下面是一個快速的方法來檢查你的方法來評估，由唐娜·凱貝蒂藝術教育從評估總結的質量。有關此主題的詳細信息，請參閱本刊物優異（在學 ​​習參考資料部分細節。）•它是面向學生和教師指導？•它支持教學和學習目標？•有衡量的標準進行了明確所有參與者？•它是基於對藝術的期待？•是持續？•它包括正式和非正式的戰略平衡？•它專注於產品和過程？•它提供了機會，讓學生修改或者改變他們的工作？•是響應不同類型的知識？•它以智慧和創造力的概念擴大應對？•它考慮到學生的預評估信息？•是不是公平為所有參與者？•它響應協作和合作學習？•它衡量學生的個人成長（而不是比較它們彼此？）•是在評估工具易於理解和秩序井然？報告事項的評估和評價過程的一個組成部分是報告，其中涉及解釋和共享一下學生取得的成績。它應該是直接相關的研究單位的期望，並應說明評價的目的以及所使用的評估標準和方法。還應細節作出任何修改程序，以提高程序的有效性或學生成績的成果。報告應包括學生，他們的家庭和其他參與他們的學習，並應在現有基礎上進行口頭和書面的。評估技術下面是傳統和業績為基礎的技術在視覺常用的教師的概述藝術教育評估和評價。選擇並把那些最好的補充現有的計劃。投資組合投資組合是平衡的流程和產品為學生可以證明項目上他們的想法，自我評估和修訂的評估的一個很好的方式。因為它們可以被用來存儲草圖，施工圖，注意事項，以及最後的作品，有的將其稱為“processfolios。” 請參考樣本檔案袋評價查看頁面上-作為評估投資組合的一種手段。速寫本/視頻期刊這是學生反思當前的項目或收集圖像，將來的一個好方法。註釋或想法，可以書寫或繪畫; 圖像可以是學生創建（繪畫，攝影）或現成的，從雜誌，報紙，包裝等，他們為學生提供一個私密的空間練習繪圖/繪畫/攝影技巧，並跟踪主題和/或想法，他們感興趣。反過來這些然後可以用作其它藝術品初步草圖或作為拼貼元素。可以用理貨紙（記錄條目的規律性）進行評估或檢查的發展思路為項目的一種手段。學生示威學生的收購和/或應用程序的技巧和技術可以為他們的項目或工作進行評估當被問及展示給別人。使用記錄清單或軼事記錄你的觀察。在藝術創作的過程中他們作為自己的最終產品的經驗集中平分。綜合表演這種形式的評估結合新的學習上的話題和評估於一體的同時體驗。演出應該鼓勵創造性思維，開放式的反應，和以前學過的物質的合成。單獨進行或團體，這些任務可以扮演，模擬，創新書面作業或項目。評估標準必須明確在一開始。測試各種各樣的測試可以用來評估在視覺藝術學生的學習，因為他們可以用來評估認知技能（如知識獲取或保留）或認知技能（如理解和解決問題的能力。）傳統的測試包括視覺識別藝術品和“筆和紙”測試，以評估藝術的歷史知識，但有一點想像力，測試可以做更多的遊戲為基礎，在完成組而不是單獨（如：藝術品賓果，解決一個神秘的藝術，藝術品拍賣等）著作像測試，評估書面形式可在傳統的方式進行，或者採取更富有想像力的形式。相反，對一個藝術家的傳記一個簡單的作文，要求學生採取對藝術家的作用，並寫信給朋友，從他們的角度來看，或許說明他們所面對的（如：梵高寫信給高更藝術的挑戰。 ）讓他們寫一首詩或一個故事，以補充該藝術家作品的風格，或展覽在附近的批評。至少，為學生提供文學相結合的示威視覺的人，說明與圖片的話機會; 這為學生提供了不同的方式，在同樣的評估車輛出類拔萃。分組討論分組討論可用於評估口頭答复藝術品有用。標準可包括頻率和個人參與的質量，以及與其它相互作用的質量，並應提前明確確定。與後續技術結合這一點，如日記條目，允許一個機會，來評估這些不是口頭為本。批判批判，可以由學生（自我批評）完成的，他/她的同齡人，或由老師在書面或口頭，公共或私人的形式。他們可以進行項目中期或結束，而應始終處於積極的基調，並指出了什麼做得好，哪些可以改進的。根據批評進行修訂或重新制定一個項目的機會應提供。自我評價由於主觀藝術創作的本質，學生必須給予機會來反思自己的工作，並評估是否實現的標準項目

結果 (繁體中文) 3:

在評估的視覺藝術
http://home.oise.utoronto.ca/~hinwood/art_assessment.htm

介紹
評估是收集、記錄和分析數據的一個學生的進步和 實現
評價是正在進行的過程中作出判決或決定根據《釋義的 數據
報告是與家長的分享資料,

學生和社會的主要目的是確定的評估學生的藝術成就的期望;不過,這同一資料也可以被用來確定方案的效率和教學方法,使所有學生達到最佳的能力。診斷評估使教師,預計的需要和利益的學生在早期規劃階段,雖然進展性評估和評價在方案可以修改和最大限度地發揮學生的學習經驗。 總結性評估和評價監測學生實現的期望,提供了改進方案的未來。