Despite extensive research on teacher evaluation, limited attention has been given to the lived experiences of visual and performing arts (VPA) teachers and the school-based administrators responsible for their evaluations. Existing literature highlights themes of administrator preparation, discipline-specific teacher evaluation, efficacy, and…

The articles in this work address histories of how visual art educators have come to exist within scholarship on teacher evaluation. This study, reconceptualized outside of methodology through a post qualitative framework of inquiry, embodies poststructural feminist theories of ethics, exemplifying living theory and process as 'lifework'.…

In modern Western education, the visual arts have come to hold a problematic position in the school curriculum. Art is often classified by school leaders, students, parents and even teachers as different from other subjects; sometimes viewed as almost magical, enabling students to explore and develop an innate creativity; sometimes simply…

This research aimed to determine IVATs' perceptions of the effectiveness of their pre-service visual arts program in equipping them with the professional skills needed in VA teaching. Prompted by the persistent complaints about the teachers' lack of competencies that they should have acquired during their pre-service art teacher preparation, it…

This White Paper offers a framework for art educators to evaluate the alignment of their assessment methods and goals/objectives for student learning. This effort is an attempt to develop "understandable guidelines" for classroom assessment, specifically attending to the issue of validity. Assessments are valid insofar as they produce…

This study aimed to examine the role and process of reflective assessment supported by the Knowledge Connections Analyzer in helping low academic achievers to develop epistemic agency in knowledge building. The participants were 33 ninth-grade low achievers from a visual arts course in Hong Kong. A comparison class of 33 students, taught by the…

Assessment in art is notoriously difficult and is probably best approached with skepticism. Artistry is notoriously difficult to assess. Yet measures of student learning in art are needed for both advocacy and art education policy. Assessments, particularly large-scale assessments, influence funding and educational policy at all levels. This…

The 'responding' strand of the Australian visual arts curriculum promotes twenty-first century learning skills through students' analytical engagement with artworks and artists. Assessing students' experiences and engagement is one strategy to improve teaching and learning in responding. However, there are no validated, subject-specific student…

Work produced during a course of study in the creative arts may differ from assessment in other disciplines in the following ways: (1) it is non-text-based: work may consist of a performance, video recording, digital or interactive work, music composition, audio recording, or physical artefact; and (2) it is creative: works demonstrate individual…

In 2011, Donna DiBartolomeo and Zachary Clark enrolled in the Arts in Education Program at Harvard Graduate School of Education. Harvard Graduate School of Education is home to Project Zero, an educational research group comprising multiple, independently funded projects examining creativity, ethics, understanding, and other aspects of learning…

Classroom assessment is a hot topic in K-12 education because of compelling evidence that assessment in the form of feedback is a powerful teaching and learning tool (Hattie & Timperley, 2007). Although formal evaluation has been anathema to many art specialists and teachers (Colwell, 2004), informal assessment in the form of feedback is not.…

Like all forms of inquiry, arts-based self-study research can have unexpected consequences. Although we may start out with a fairly clear objective, the data we generate through arts-based methods might address other questions that are even more important than the ones we thought to ask initially, and our study might have an impact that extends…

This text examines educational criticism and assessment with an emphasis on the new media arts. The article shares with readers the versatile, abridged to four points criteria, based on a research on assessment made by students, faculty, and non-art-related professionals, thus providing a preliminary tool for the use in the classroom environment.…

Art teachers have, in some manner, always assessed student learning and progress. However, many art teachers do not have the training in assessment to be able to describe and defend their process, nor has there been research to support the effectiveness of how art teachers assess student learning. This study examines the ways six visual art…

This article provides a transcript of an interview with Olivia Gude, member of the National Coalition for Core Arts Standards Writing Team. In the interview, Gude provides an overview of the process for writing the new visual arts standards.