Zimmerman, E. (1992). Assessing Students’ Progress and Achievements in Art. Art Education,45(6), 14-24. Retrieved November 19, 2015, from JSTOR.
Keywords:
authentic assessment, diversity, authentic assessment criteria, authentic assessment measures
Abstract:
Standardized tests do not require judgment, analysis, reflection, or higher level skills needed for generating arguments and constructing solutions to problems. The best way to make inform judgements and assessments are from teachers who see the progress and achievements of the student longitudinally like in elementary school. Students also come from diverse backgrounds from which standards usually focus on the deficiency rather than the wealth of knowledge and culture it can bring to the class. According to Archibald, Newman (1988), and Wiggins (1989), authentic assessment is evaluating students on disciplined inquiry, considering knowledge and skills holistically, valuing student achievement in and of itself, processes and products of teaching and learning, educating students to assess their own achievement in consort with peers, expecting students to present and defend their work orally and publicly. They also provide measures of authentic assessment.This article focuses on evaluating the effectiveness of IU Summer Arts Institute in implementing authentic assessment through a variety of different forms and methods, instead of grading. The insight seen in the teacher journals validate and value each student’s work, while providing insight on the learning on the teacher’s part. Authentic assessment demonstrates whether both students and teachers have met their educational goals and what areas need improvement.
Relevance:
Authentic assessment evaluation criteria
Authentic assessment measures: teacher journals, interviews, teacher student parent counsellor evaluations, evidence of learning
Student performance without grades
Quotes:
“Authentic assessment of students’ progress and achievement in art is a powerful means of demonstrating whether students and teachers have met their educational goals and what areas still need improvement.” (24)
Problems:
Not in public school context.