By Charles M Dorn; Stanley S Madeja; Frank Robert Sabol
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Additional resources for Assessing expressive learning : a practical guide for teacher-directed, authentic assessment in K-12 visual arts education
These criteria are subjective and go through changes as the artist sees fit to alter them, but do artists use the same criteria to evaluate the work of fellow artists? If not, how are the criteria they use different? Artists said they used the same criteria to evaluate their work and the work of other artists. Several wrote that, even though the criteria may be the same, the standards of quality for an individual criterion may be lower when judging work of other artists. Several artists wrote that their criteria were more “understanding” or more “accepting” when applied to the work of others.
They may consist of similar media, subject matter, or themes, stylistic expression, and so on. They also may be made for similar or widely differing purposes. However, assessments must be conducted with specific purposes in mind. If the purposes of assessment and indeed the purposes of art education are at odds with the purposes of assessments of artists, then use of artists’ criteria could be invalid. This may sound as if differentiation of 37 1 THE ASSESSMENT CONTEXT artists’ criteria and art teachers’ criteria is warranted.
This is not to say that criteria and evaluation processes taught and learned in school, which may be internalized, are not used at home. Instead, it suggests that the point of the evaluation may shift to become more personal. In this sense, evaluation may not be related to a set of concise standards of performance or predetermined goals for the product, but, rather, it may be measured by more subjective scales and criteria. Students were asked to identify evaluation criteria they frequently used to evaluate artwork they made at home (see Appendix D).