By Charles M Dorn; Stanley S Madeja; Frank Robert Sabol

ISBN-10: 1410608972

ISBN-13: 9781410608970

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Extra info for Assessing expressive learning : a practical guide for teacher-directed, authentic assessment in K-12 visual arts education

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Most teachers agreed (54%) that they had enough time to assess students regularly. However, 34% felt they did not have enough time—a higher percentage than the 20% who saw assessment as too time consuming. These findings suggest that, although as a group art teachers feel they have enough time to assess students and that assessment is not too time consuming, a significant number see the activity as too time consuming and difficult to do regularly. Attitudes about Assessment Training Art teachers require a base of knowledge from which to build assessment programs and the field of assessment is growing in content, including basic vocabulary, measures, strategies, administration procedures, research methodologies, and applications.

Inability to accurately and precisely assess personal expression. 8. Stifling of creativity, restrictive. 9. Increased teacher anxiety. 10. Lack of assessment knowledge and training. 11. Assessments drive curriculum. 12. Takes away studio time. Responses were similar across instructional levels. Surprisingly, nearly one tenth of the teachers reported that they felt assessment had no negative impact on their program or the field of art education. In describing positive effects of assessment, once again, a wide array of effects was reported.

Attitude scales he developed in the 1930s and 1940s are standard instruments still in use today. In 1928 he defined attitude as “the sum total of a man’s inclinations and feelings, prejudice and bias, preconceived notions, ideas, fears, threats, and convictions about any specified topic” (p. 531). Later he simplified his definition by saying, “Attitude is the affect for or against a psychological object” (1931, p. 261). Mueller defined attitude as “(1) affect for or against, (2) evaluation of, (3) like or dislike of, or (4) positiveness or negativeness toward a psychological object” (1986, p.

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Assessing expressive learning : a practical guide for teacher-directed, authentic assessment in K-12 visual arts education by Charles M Dorn; Stanley S Madeja; Frank Robert Sabol


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