ARE 496 COURSE DESCRIPTION

METHODS OF ASSESSMENT OF LEARNING IN ART

 

Instructor: Mary Stokrocki

Office: ART 252; Telephone: 965-3163; E-Mail: mary.stokrocki@asu.edu

Class Hours: Tuesdays, 4:40-7:30 PM,

Office Hours: After Class & Tues. & Thurs. 12:30-1:30 PM, and by appt.

Classroom: ART 232


Catalog Description: Individual or group research on the assessment of art teaching/learning incorporating theory and practice.


Textbooks:
Book of Readings from Alpha graphics

Delahunt, Michael. (1996-2003). http://www.artlex.com




ARE 496 COURSE OBJECTIVES:


Goal: Students will write a vivid, description of art instruction (p. 30). They will become aware of critical school and classroom variables... including instructional behaviors, school rituals, formal organization patterns, management systems, safety issues, and academic programs (Eisner, 1991, p. 28 and footnote 3). Students will then rewrite the lesson according to state standards.

Objectives: Students will:

COURSE FORMAT

* The course consists of class meetings once a week for 3 hours. You are expected to read the assignments and participate in class.

* After class, I will meet students for individual problems.

* The three-hour class will consist of lecture, discussion, and small group exploration of students' on-going problems and solutions.

* The other class meeting will be at a school, documenting the instruction and student learning for approximately 6-8 hour class sessions (includes travel to and from class and interviews times).

 

GRADE ASSESSMENT

Complete Educational Criticism, Part I and Part II, following guidelines based on a numercial point system.

60 Points for PART I MIDTERM

40 Points for PART II ENDTERM

Two models are given: 1) An Educational Criticism Study of Teaching Suburban Ninth Graders: The Facilitator, and 2) "Student Profiles," developed by a student teacher. A grading sheet with points is attached. The project is a field-based case study, based on Participant Observation in a Class. The Case Study becomes a Process Portfolio that can be used an an employment portfolio as well.


GRADING POLICY: Because we meet once a week, regular attendance and class participation are required. Three unexcused absences and your grade is dropped. Three tardies and you have one absence. You are expected to do at least 6-8 hour observations of one basic secondary art class (no advanced classes), one each week, or as the unit progresses. Student teachers will document their own teaching.


Grades are assigned as follows: A is for excellent work and that means going beyond expectations. B is for good work. C is for poor work. Students who participate fully in discussions, based on readings, write well thought out essays, and submit all assignments on time can expect to receive a grade of A.

I expect all assignments computer typed and proofread with correct grammar. Use my headings and length of assigned parts. You can redo a part once within a week.

For more specific information, see Course Assignments & An Educational Criticism as a model. If you are confused or if assignments seem unclear, see me in advance, do not wait until the last minute or when the project is due.

COURSE CONCEPTS


Evaluation in general is a process of gaining information about some aspect of education and assigning value to it, according to Elliot Eisner (Hurwitz & Day, 1991, Children and their art, (p. 544).

Assessment is a process of judging the worth of something based on a set of values or criteria; usually determining the student's abilities prior to teaching. There are two major kinds of kinds of assessment: embedded and performance that are used in the schools.

Embedded Assessment is a method of evaluating student performance within the context of daily classroom instruction using such tools as observation, projects, demonstrations, auditions, or portfolios (Peeno, 1996). Educational criticism fits in this category.

Performance Assessment - Any evaluation which requires students to perform or produce something to demonstrate their understanding of concepts and application of acquired knowledge and skills. Emphasis is on the process not the product.

Educational Criticism - a process of exploring the dimensions of an educational event by uncovering its qualities (Eisner, 1991).

Testing, similar to measurement requires a student to complete a task under certain conditions and teachers can use the data for making judgments.

Grading is the "reduction of complex judgments about the value of a student's achievements into a single letter or numeric statement. The grade itself provides no clue as to the reason it was awarded" (Boughton, 1996).Assessment of student learning in the visual arts. Translations. Reston, VA: NAEA.

Post-modern assessment challenges traditional types of evaluation and questions the idea of originality in artmaking. Postmodernists promote the study of social context rather than art objects, including popular arts as well as fine arts, the impact of new technologies on nature of art, and judgment of cultural different peoples by Euro centric standards (Boughton, 1996).

Authentic assessment favors those procedures that require long term, complex, and challenging projects tof real life situations; for example, portfolio evidence of work in development, written student reactions, and teacher-student assessments.

 

 

 

 

WHAT IS EDUCATIONAL CRITICISM?

Elliot Eisner (1991) refers to school evaluation as educational criticism. Eisner states, "The evaluation task to determine the educational value of school practice and student experience is complicated and cannot be based on a mere set of criteria (p.100), but on an assessment of what the work is trying to become" (p.102). Hence a comparison is made between the students' past and present performance (portfolio appraisal). All of this is embedded in a framework of contextual and instructional factors, some of which are obvious and others that are hidden. These factors may help or hinder teaching and learning. More than merely learning a set of evaluation methods, it is important to understand them in practice and in a context. This course aims to introduce you to several methods of evaluation/assessment, all of which are used in education. Classroom teachers can use these methods to understand their own teaching effectiveness, their students' learning, as well as helping principals understand why the context may be hindering learning.

Other names for educational criticism are participant observation and microethnography [the anthropological process of drawing (graph) or portraying (portrait) people (ethnos)]. When you evaluate your own class teaching, it is called action research, which includes symbolic meanings and subjective feelings as well.

Eisner's evaluation stance questions the sources of the school problems not only their symptoms. Originally, he claimed that the educational connoisseur had the final judgment. This stance has changed to include the participants' views and opinions of the researcher's ideas. Differing opinions should exist side-by-side. The purpose of this type of research is the expansion of perception (based on Deweyan ideas) and the enlargement of understanding. In his book The Enlightened Eye, Eisner delivers six features of educational criticism or qualitative study: field-focused, the researcher as instrument, interpretive in nature, expressive in language, highly detailed, and persuasive (pp. 32-40).

In Educational criticism, Eisner (1991) bases his evaluation and research methodology on the aesthetic criticism (Feldman, 1970) method of exploring the dimensions of an artwork. These dimensions include descriptive, [analysis], interpretation, and evaluation [thematics].

1. Description is a process of recording actions, environment, and experience so that readers can visualize what a place or process is like. It should help them "see" the school or classroom and get a feel for what the critic is attempting to help them understand.

2. *Analysis is a process of subdividing an class event to determine individual patterns of action; in this case of types of instruction or student art orientation, through coding (color and icon coding in margins) and charting. * Analysis is not included in Eisner's framework, but it is important.

3. Interpretation is a process of explaining the meaning of an event by putting it in its context--what was prior to the event and the potential consequences and [participants] reasons of practices (p. 98). For example, one can refer to different coexisting theories [teaching as play, the rites of pasaage, or the agony of education] in this class. Theories are good guesses or suppositions.

4. Evaluation is a process of appraising a class. Since we are viewing only a slice of the class, we can give no final evaluation. Eisner suggests that we use the term thematics instead. Thematics [metaphoric interpreting] is a process of determining the theme of the story that extends beyond the situation itself (naturalistic generalization; Stake, 1975). This means that every particular is also a sample of a larger story. Themes provide guidelines for the future, such as a folk tale or parable. One must identify the emerging or recurring message. For example, the theme of "classroom treaties" is the result of negotiation or mutual accommodation that high school teachers make with students to make their lives easier (p. 104).

For assessing student work, we use other assessment tools, such as questionnaires, art orientations to determine their work style, art criticism, and a comparison of their first sketch to their final work to see the evolving outcome. This gives a sense of growth on what the work is trying to become. This is a personally referenced evaluation system or comparison of a student's past and present performance, not a comparison to others or to fixed criteria (p. 102).

[From Eisner (1991). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. New York: Macmillan. Also in Eisner (1985) The Educational Imagination.]

 

ARE 496 COURSE GOALS

As based on the ARIZONA STATE TEACHERS' STANDARDS

 

STATE STANDARD 1: DESIGNS AND PLANS INSTRUCTION

PERFORMANCE CRITERIA: The extent to which the teacher:

1. Focuses on Arizona's student standards in the arts and education (Curriculum revision project, field-based case study, art criticism as assessment).

2. Aligns curriculum with student assessments (art criticism as assessment, determine their art orientations, rubric design).

3. Addresses physical, mental, social, cultural, or community differences among learners (Class discussion of art orientations in text, student profile and assessment, small group discussion of exceptional student cases in text).

4. Reflects short and long tern curriculum goals (Curriculum redesign project and Educational Criticism project).

5. Includes appropriate use of a variety of methods, materials, and resources (Text, video, small group and class discussions, case studies, journal compilation of field observations, reflections).

6. Includes learning experiences that are developmentally appropriate for learners (practice teaching, field based case study and assessment of representational stage of development). Note: Aesthetic stages of development covered in ARE 450.

7. Includes learning experience that addresses a variety of cognitive levels (art orientations discussion from text, student profile and assessment, curriculum revision project, art criticism as highest level of thinking or self evaluation).

8. Includes learning practices are appropriate for curriculum goals (Curriculum revision project, practice teaching, journal description and reflections)

9. Includes learning experiences that are based upon principles of effective instruction (text, practice teaching, field-based case study, small group coding of teaching methods in action).

10. Includes learning experience that accurately represents content (Field-based case study, practice teaching, curriculum revision project, rubric design, final class presentation).

11. Incorporates appropriate assessment of student progress (Text, class discussion, of informal and formal assessment types, tests, reflection, grading and criteria discussion, practice teaching).

++ Art Criticism is an exploratory process of description, analysis, interpretation, and judgment of any work of art.

 

STATE STANDARD 2: CREATES AND MAINTAINS A LEARNING CLIMATE

PERFORMANCE CRITERIA: The extent to which the teacher:

1. Establishes and maintains standards of mutual respect (class interaction, maintains class standards, establish a platform of cultural diversity and global awareness--Also taught in ARE 470, Art Criticism and Aesthetics).

2. Displays effective classroom management (Teach mini units during observation hours, student teaching, ARE 450).

3. Encourages the student to demonstrate self-discipline and responsibility to self and others (Field-baaed observation, student teaching, safety precautions, classroom procedures).

4. Respects the individual differences among learners (Field-based observation and reflection, Classroom interaction during Educational Criticism).

5. Facilitates people working productively and cooperatively with each other (Small group assignments and discussions, practice teaching).

6. Provides a motivating leaning environment (hands on art projects, student centered/teacher directed, open-ended themes, questionnaire and utilize students' interests).

7. Promotes appropriate classroom participation (small and large group discussion, discuss discipline techniques, establish tribal procedures, field-based case study discussions).

8. Listens thoughtfully and responsively (Writes summary or lists during class discussions, field-based case study discussions, small and large group discussion, personally advise students).

9. Organizes materials, equipment, and other resources appropriately (Space map and sociogram, inventory, maintain and clean equipment).

 

STATE STANDARD 3: IMPLEMENTS AND MANAGES INSTRUCTION

PERFORMANCE CRITERIA: The extent to which the teacher:

1. Appropriately implements a teacher-designed lesson plan (practice teaching, curriculum revision project).

2. Communicates specific standards and high expectations for learning (Curriculum revision project & criteria & rubric development, practice teaching, case studies)

3. Links learning with students' prior knowledge, experiences, and backgrounds (Student teaching, Pre-questionnaire, case study)/

4. Models the skills, concepts, attributes, or thinking processes to be learned (Practice teaching, develops art criticism questions and clues, defines concepts, gives examples, summaries lesson).

5. Demonstrates effective and oral communication (practice teaches, participation in class discussion, summarizes lesson, class presentation of final project).

6. Uses appropriate language to communicate with learners clearly and accurately (Practice teaching, list and explain criteria, write art criticism questions and clues).

7. Uses strategies that are appropriate to students' developmental levels (Curriculum revision project, attention to representational developmental characteristics, practice teaching).

8. Incorporates strategies which address the diverse needs of learners (Curriculum revision project (Add Multicultural/Global Awareness Section), practice teaching, discussion of Field-based project; journal reflections

9. Encourages critical thinking (Curriculum revision project, art criticism questionnaire and revision, criteria and rubric development, self-evaluation and reflection).

10. Connects lesson content to real life situations when appropriate (Discussion of Columbine Shootings, discussion of problems teaching exceptional students, field-based case study reflections and discussion, discipline solutions).

11. Uses technology and a variety of instructional resources appropriately to promote student learning (Videos, slides, computer requirements, photographic documentation, overhead transparencies, internet search and review).

12 . Uses a variety of effective teaching strategies to engage students actively in learning (Direct teaching--demonstration, examples, discussions with developed questions, student interview, indirect strategies--in process appraisals, small group work, praise and review).

13. Maximizes the amount of class time students are engaged in learning (Practice teaching, step-by-step timed procedures, coding of video of teacher in action, field-based observation).

14. Provides opportunities for students to use and practice what is learned (Practice teaching, art criticism with students as self-evaluation, teacher also does alignments, final presentation).

15. Adjusts instruction based on feedback from students (Adjustments during guided practice, journal reflection, revision of art criticism questionnaire, student evaluations, self-evaluation)..

 

STATE STANDARD 4: ASSESSES LEARNING AND COMMUNICATES RESULTS

PERFORMANCE CRITERIA: The extent to which the teacher:

1. Promotes student self-assessment (Practice teaching, makes art project and writes art criticism evaluation, and rewrites lesson and art criticism questionnaire).

2. Uses a variety of appropriate formal and informal assessments aligned with instruction (Curriculum revision project, in-process appraisal, review quiz, rubrics & criteria).

3. Maintains records of student work and performance: (Pre and post interviews, assess 3 students' art orientations, and prescribe solutions to enhance them).

4. Offers students and parents feedback on progress (Student profiles from field-based observations).

5. Maintains privacy of student records and performance (Field-based observations, code names, photo releases, class discussion on ethics).

 

STATE STANDARD 5: COLLABORATES WITH COLLEAGUES, PARENTS, OTHERS

PERFORMANCE CRITERIA: The extent to which the teacher:

1. Works with parents (Shows portfolio & assessments, display student art work & their self art criticism of it, gives certificates of merit and improvement).

2. Collaborates with other professionals and agencies to improve environment (Field-based observation, interscholastic exchange & events such as a Clayathon).

3. Assesses community resources to foster student learning (Field trips, guest speakers, audio-visual resources, reference lists, and devise alternative projects).

4. Demonstrates productive leadership and team membership skills (Mentoring & membership in professional association).

 

STATE STANDARD 6: ENGAGES IN PROFESSIONAL DEVELOPMENT

PERFORMANCE CRITERIA: The extent to which the teacher:

1. Reviews and reflects upon his/her own practice and its influence [Assessment tool revision, journal review, field-based project self reflection).

2. Designs a professional development plan for purpose of improving instruction [Personal counseling, revise lesson/unit project, spacemap, class discussion of ethical cases],

3. Engages in relevant professional activities [Discussions about membership benefits of National Art Education and Arizona Art Education Associations and importance of participation].

4. Uses documentation of his or her performance to develop a professional growth plan (Educational Criticism is a Process portfolio that included photocopies and photographs of students' work as it develops, tabular results of interviews, and final metaphoric reflections).

5. Pursues professional activities to support development as a learner and teacher (Revises and organizes portfolios with table of contents and headings, uses spell and grammar check, uses photographic, video and website documentation.

++Personal Philosophy Papers are written during student teaching.

 

STATE STANDARD 7: DEMONSTRATES CONTENT KNOWLEDGE

AND CRITERIA:

1. Skills and concepts related to certified academic area [Outlines major art concepts and studio procedures found in the Major Art Disciplines or Areas of Inquiry: Aesthetics, Art Criticism, Creating Art, Art in Context (Revised lessons to include these components).

2. Major facts and assumptions that are central to the discipline [Outlines related art history facts.]

3. The process of inquiry that is central to the disciplines [Conducts and writes criticism well, enables students to evaluate art based on evidence, Makes judgments based on aesthetic theories not personal preferences].

4. Integration of disciplinary knowledge with other subject areas (Science, math, social studies, and other fine arts].

5. Connections between the knowledge of the certified academic areas and real life situations at the level of the students [Discussion on Columbine Tragedy].

 

STATE STANDARD 8: DEMONSTRATES PROFESSIONAL KNOWLEDGE

PERFORMANCE CRITERIA: The extent to which the teacher has knowledge of:

1. A variety of methods for teaching subject {ART] and reading [Comprehension questions, game formats, and cross-word puzzles]

2. Interdisciplinary learning experiences that integrate knowledge, skills, and methods of inquiry from several subject areas [Art Criticism can be used in any area] .

3. Principles and techniques associated with various instructional strategies

4. Learning theory [Visual/haptic learners], curriculum development [objectives, motivations, teaching methods, procedures, materials and resources, assessments], and student development [stages, characteristics, exceptions, orientations] and how to use this knowledge in planning instruction to meet curriculum goals.

5. Area of exceptionality in learning [Challenged learners, gifted cases, and strategies].

6. Influences of individual development, experiences, talents, prior learning, language, culture, gender, family, and community on student learning [Lifelong learning, cultural learning styles in transition, gender differences].

7. Principles of human motivation and behavior and their implications for managing the classroom and organizing individual and group work [Socializing agents--peers, religion, sports rituals, popular media in "the semantics of cool"].

8. Effective evaluation of curriculum material and resources for their accuracy, comprehensiveness

(Revised 2/18/030