Evaluation is an important part of the learning process in fine arts lessons, as it enables an overview of students' achievements as well as the success of the entire learning process. In this master's thesis, we carried out an overview of the literature and examined the role and functions of evaluation in a broader sense as well as in the context of fine arts lessons in primary schools. We also emphasised the importance of assessment since this is carried out alongside evaluation. Evaluation can be carried out in many ways. We described both formative and summative methods of evaluation, self-evaluation, evaluation with written forms and evaluation in the role of the final stage of art lessons. We also described the conditions needed for the implementation of quality evaluation and the challenges related to the development of evaluation criteria. We focused on the role of evaluation as the final phase in fine art lessons in the third triad of primary school, since in this time students deepen their art knowledge and thus self-evaluation should become more present. We also described possible influences on the ways teachers teach, since we are also interested in the reasons for teachers’ approaches to evaluation as the final phase in the empirical part of our thesis.
In the empirical section of our masters' thesis, we presented the results of qualitative research with a sample of eight art teachers from different primary schools. Through semi-structured interviews we aimed to find out how teachers approach evaluation as the final phase in fine art lessons in the third triad of primary school in practice, the presence of evaluation in other phases of the lesson and what methods are used for evaluation. We were also interested in the criteria used for evaluation, challenges faced by teachers and reasons that affect teachers' decisions regarding evaluation. Results showed that teachers approach evaluation as the final phase in different ways and that their decisions are influenced primarily by the time constraints of the subject and their own beliefs. Teachers who see the benefit in evaluation include it when planning the lesson and adjust it based on the content of the lesson and the time available. Some teachers see evaluation as the final phase as a waste of time and unnecessary, since evaluation is also carried out throughout the lesson. Teachers' decisions regarding evaluation are also influenced by the behaviour of the students, their own experiences and their perception of the meaning of art lessons. Consistent planning and knowledge of different approaches to evaluation could help teachers implement and adapt evaluation, regardless of various challenges that they face.
|
