An Assessment Model for the Visual Arts

UNCP Author/Contributor (non-UNCP co-authors, if there are any, appear on document)
Amy Pow Viles (Creator)
The University of North Carolina at Pembroke (UNCP )
Web Site:
Ann Horton-Lopez

Abstract: Assessment in the visual arts is a controversial subject. While education reform is demanding accountability from teachers, art educators want to hold on to the integrity and unique nature of the visual arts. Art educators must lead the process by putting assessment practices in place if we do not want them dictated by state mandated legislation that knows nothing about the nature of art and learning in the art classroom. Misunderstood indicators of success in the visual arts must be made clear to non-art educators, including students, other teachers, school administrators and parents. Despite public lack of understanding about assessing art, there are many ways art educators can evaluate work objectively. Art educators must begin to verbalize the present, yet unspoken, evaluation process if they are to lead reform.This paper investigates different methods of assessment in the visual arts. Consideration as to the qualities of effective assessment and the individualized process of creativity were maintained throughout the investigation. Data from texts, research journals and numerous articles was compiled and categorized to address the varying roles assessment should play within an art program.The research culminated in the development of both formative and summative assessment and numerous examples with demonstration their implementation. Objectives must be adequately communicated to students before any of these techniques can be implemented. Levels of success should be clearly defined. These assessments include lesson assessment tools, written reflection for both student and teacher, rubrics, portfolios, critiques and traditional testing techniques. These assessment methods are diverse in order to adapt and meet the educational needs of a changing population of students.The use of clearly stated objectives coupled with both formative and summative assessments become a valuable tool in improving the quality of student work in the classroom as a result of better communication between teacher and student. This assessment model helps to clarify teacher expectations, improve instruction, force students to take responsibility for their own learning and provide teachers with feedback for change and planning.

Additional Information

Language: English
Date: 2002
Assessing Visual Arts, Unique Nature of Visual Art, Art Educators, Art Classroom, Evaluation Process, Reform

Email this document to