This master’s thesis focuses on the school subject of visual arts, with particular emphasis on the issue of assessment. Although the subject is often associated with educational or formative content, it plays a crucial role in pupils’ overall development, encouraging both creativity and the growth of broader life skills. The school subject of visual arts is not solely intended for teaching creative skills such as drawing and painting, but through the encouragement of creativity and the development of key life competences, it also contributes to shaping students as well-rounded individuals. For this reason, it is important to approach the subject of visual arts differently from other subjects and to adapt assessment practices accordingly. In this context, pupils are given the opportunity to express and apply their innate abilities in terms of artistic development , motor skills and emotional engagement, which means that attention should be paid not only on the evaluation of the final product but also on the assessment of entire learning process, including the effort and acquired knowledge invested by the pupil.
The issue of assessment in visual arts is therefore highly complex, as it goes beyond assigning numbers or writing words on paper. Artistic tasks should not rely solely on pupils’ natural abilities, but rather highlight their acquired knowledge, adherence to standards and criteria, and progress in artistic work. We were interested in which aspects elementary school teachers focus on when assessing pupils’ artwork, how they evaluate pupils’ knowledge, diligence and innate abbilities, and what role they assign to descriptive and numerical assessment. Within this framework, the thesis explores different assessment approaches and their impact on pupils, focusing on teachers’ understanding of how assessment encourages the expression of pupils’ artistic potential and analysing the effects of assessment on motivation, awareness, and holistic development.
The theoretical part defines and discusses the subject of visual arts and its assessment, focusing on key aspects such as assessment criteria and standards, the impact of assessment on motivation and learning, the role of the teacher in assessment, and the challenges encountered in this process. Two main forms of assessment – descriptive and numerical – are also outlined, as they formed the basis of the research. Their characteristics, appropriateness, and informative value are presented, along with their advantages and shortcomings. The theoretical part concludes with the findings of a national evaluation study, which examined the suitability of numerical assessment in visual and musical arts, as well as in physical education, in relation to pupils’ progress.
The empirical part comprises the analysis and interpretation of research results obtained through a questionnaire consisting of 25 questions. The study involved 101 participants, and the questions addressed the appropriateness of particular forms of assessment, their motivational and informative value, the role of assessment in evaluating progress, and the factors that may influence assessment practices.
We found that more than half of the teachers considered descriptive assessment to be more meaningful and appropriate in the first cycle of primary education, while in the second cycle teachers showed a somewhat greater inclination towards numerical assessment. Nevertheless, a third of respondents still believed descriptive assessment to be more suitable, suggesting that many teachers continue to recognise the value of qualitative feedback in pupils’ artistic expression even in the second stage of primary education. Numerical assessment, on the other hand, is easier to implement and more widely understood, but it is less effective in encouraging development-oriented feedback. Teachers therefore associate the appropriateness of an assessment method primarily with its impact on pupils’ understanding, development, and motivation. In the first cycle of primary education, emphasis is placed on developmental approaches and feedback, while in the second cycle of primary education there is greater readiness to use numerical grades, provided these are adequately supported by criteria. These findings confirm the need to strike a balance between quality and practicality in classroom assessment.
With the insights gained, we aim to elucidate the opinions of primary school teachers regarding the teaching of visual arts and to contribute to the development of approaches that foster pupils’ holistic development.
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