Setting criteria for evaluating and assessing pupil's artwork is a major problem for grade level teachers. Questions arise, such as: What should I appreciate in student’s artwork? How can I examine it? And How do I get the criteria for assessment? It would be difficult to give a more precise answer on this issue. There is no general rule for setting criteria for evaluation and assessment of pupil’s artwork. Evaluation and assessment can be poorly structured, poorly understood and uncoordinated. Without clearly defined intentions and aims, accurate measurement of pupil’s achievements may not be reliable. We choose the criteria based on the appropriate art task. We choose the criteria based on the general and specific goals of visual art syllabus and from the operational goals of each art task. We derive from the specificity of visual art education on grade level and from special contents of visual art education of each individual grade level, considering children’s artistic development.
In the empirical part, we examined the assessment od state of setting criteria and which criterion are considered most suitable for grade level teachers for evaluation and assessment of artwork. We have explored whether teachers consider artistic development, curriculum and artistic expression when assessing pupils. We investigated whether there are differences in the choice of criteria between teachers from first to fifth grade, between teachers with different length of working and between grade teachers and art teachers. We made a survey questionnaire containing five art tasks. For each art task from each art field, the respondents chose among the given criteria, taking into account the analysis of curriculum, the artistic development of children, the visual expression and analysis of manuals, textbooks and their recommended lesson plans.
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