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Assessment in the visual arts - what is assessed and why?
2003 (English)Independent thesis Basic level (professional degree)Student thesis
Abstract [en]

The aim of this essay is to present students’ attitudes towards the subject of art, and to gain an understanding of what areas of their art education they are satisfied or dissatisfied with. Furthermore, my purpose is to look at what aspects of students’ work is assessed by teachers and what methods teachers use in their assessment. In order to do this investigation, I have handed out 44 questionnaires to students in the eighth and ninth grades at two upper primary schools in Värmland. The students were asked to respond to 14 statements and were required to indicate to what degree they agreed or disagreed with the statements. The students were given six answer alternatives, three of which had a positive connotation and three had a negative connotation. My purpose for doing this was to avoid neutral answers that give little information. I have also interviewed their teachers to find out what they consider important in the assessment of their students’ work. In addition, I have asked them about their methods of assessment, aims and objectives, and what they do to inspire their students to be creative. The result of the questionnaires indicated that the students were satisfied with most aspects of their art education. These included the availability of material, access to reference material and freedom to develop ideas. Furthermore they felt that they were given the time they needed to complete their work and felt that assignments gave them the possibility to develop their artistic ability. Most of the students did however express dissatisfaction with the lack of time for discussion, both with their teacher and in the class. Many students also indicated a dissatisfaction regarding assessment. The teachers interviewed had slightly different views about what they considered important in the assessment of their students. Only one teacher used the portfolio method which enabled her to take into consideration the process as well as the final product of the student. The second teacher did not use portfolios but assessed each assignment as it was finished. Both teachers expressed regret that they did not have adequate time to spend in discussion with their students.

Place, publisher, year, edition, pages
2003. , p. 20
Identifiers
URN: urn:nbn:se:kau:diva-60138Local ID: GYM-37OAI: oai:DiVA.org:kau-60138DiVA, id: diva2:1124938
Educational program
Teacher education
Available from: 2017-07-13 Created: 2017-07-13

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CiteExportLink to record
Permanent link

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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf