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Recent research in the visual arts has resulted in the development of a range of methods for assessing student learning. Theoretically based in cognitive conceptions of learning, assessment systems discussed in this paper have been applied in practice. Possibilities for the art teacher to apply such assessment methodologies directly in the classroom setting are numerous. In addition, the assessment methodologies introduced can be employed by researchers seeking answers to questions regarding students' learning in the arts. A criterion-based rubric for art education referred to as the Diagnostic Profile (C. S. Stavropoulos, 1992) provides a way to assess written statements about art analytically. Several studies have shown the Diagnostic Profile to be a valid and reliable assessment tool. It shows the relationship between instructional outcomes and assessed outcomes and provides comprehensive feedback through multiple measures over time. (Contains 28 references.) (Author/SLD)

Descriptors: Art Education, Cognitive Processes, Criteria, Educational Assessment, Learning, Outcomes of Education, Profiles, Student Evaluation, Test Construction, Test Use, Theory Practice Relationship, Visual Arts











Autor: Stavropoulos, Carol Susann

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8302&id=ED395957







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