Assessment in visual arts

Assessment in the visual arts classroom can - and should - take many forms. It is important that assessment takes place in both a formative and a summative capacity (Gibson & Ewing, 2011). This allows the teacher to gather information that can affect the curriculum and what needs to be taught, as well as providing an idea of how students are progressing throughout the school year. Authentic assessment strategies focus on both the process and product, as well as addressing learning outcomes which students are made aware of before engaging in art making (Beattie, 1997).

Collage using only two types of paper

Assessment practices can also be made more relevant for students if they allow for an integration of knowledge (Dorn, Madeja, & Sabol, 2014). This is beneficial not just for teachers, but also for students, who can begin to engage in evaluation of their own work and progress. Reflection is an important element of assessment; teachers, so they can examine their own teaching strategies, and students, so they are able to continuously improve throughout their art making. 

Collage next to the drawing which inspired it

Providing students with authentic opportunities to demonstrate what they have learnt, and express themselves within a certain context, is critical for effective teaching and learning. 

References

Dorn, C., Medeja, R., Sabol, S. (2014). Assessing expressive learning: A practical guide for teacher-directed authentic assessment in K-12 visual arts education. Routledge.

Beattie, D. K. (1997). Assessment in art education. Worchester, MA: Davis Publications.

Ewing, R., & Gibson, R. (2011). Transforming the curriculum through the arts. Melbourne: Palgrave Macmillan.