By Charles M. Dorn
Providing the result of a year-long study undertaking, this quantity proposes a teacher-directed real evaluation version for comparing K-12 studio paintings and gives sensible assistance at the implementation of that version. the quantity evaluates present overview equipment and contains the review tools utilized in the research; examine method and effects are particular in an appendix. The authors are affiliated with Florida country, Northern Illinois, and Purdue universities.
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Featuring the result of a year-long study venture, this quantity proposes a teacher-directed genuine review version for comparing K-12 studio artwork and provides functional assistance at the implementation of that version. the amount evaluates present overview equipment and contains the review tools utilized in the learn; learn method and effects are targeted in an appendix.
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Additional info for Assessing Expressive Learning: A Practical Guide for Teacher-Directed Authentic Assessment in K-12 Visual Arts Education
W. (1998). The kind of schools we need: Personal essays. Portsmouth, NH: Heinemann. 40 1 THE ASSESSMENT CONTEXT Feldman, D. H. (1980). Beyond universals in cognitive development. Norwood, NJ: Ablex. R. 6, 103d Cong. 2nd Sess. Mueller, D. J. (1986). Measuring social attitudes. New York: Teachers College Press. Music Educators National Conference. (1994). National standards for arts education: What every young American should know and be able to do in the arts. Reston, VA: Author. National Commission on Excellence in Education.
What similarities and differences among criteria can you identify? 4. Compare criteria art teachers and artists use to evaluate studio work. What differences and similarities can you identify? What possible reasons can you provide to explain the similarities and differences you identify? 5. Examine differences between criteria students use to evaluate artwork they make in school and artwork they make at home. What reasons can you provide to explain the similarities and differences you identify?
They revealed that activities that were challenging and required more concentration were more important in formulating future goals. Students reported that activities in which they were actively engaged in learning were more important to achieving their future goals. Csikszentmihalyi and Schneider contended that “all such activities require students to engage in problem solving tasks with clear objectives and challenge them to use their abilities to demonstrate their understanding of the subject matter” (p.
Assessing Expressive Learning: A Practical Guide for Teacher-Directed Authentic Assessment in K-12 Visual Arts Education by Charles M. Dorn