Assessment in the Arts: A Cross-Canada Study.

Autor/inn/en	MacGregor, Ronald N.; und weitere
Institution	British Columbia Univ., Vancouver.
Titel	Assessment in the Arts: A Cross-Canada Study.
Quelle	(1994), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; französisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Art Education; Dramatics; Evaluation Criteria; Evaluation Methods; Fine Arts; Foreign Countries; High Schools; Music Education; Questionnaires; Testing; Theater Arts; Canada + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Dramatik; Bildende Kunst; Ausland; High school; Oberschule; Musikerziehung; Fragebogen; Testdurchführung; Testen; Theaterwissenschaft; Kanada
Abstract	This research document looks at: (1) the criteria for assessment and assessment methods employed by Canadian high school teachers of art, music, and drama; (2) the extent to which this data forms common categories within subject fields; and (3) comparisons and contrasts between categories derived from Canadian art teachers' responses and districtwide or national criteria categories developed elsewhere. Canadian school districts of sufficient size to suggest the existence of at least one high school teacher of art, music and drama were targeted and information sent to their superintendents requesting participation in the research. Questionnaires were developed by the research team to examine three areas: (1) aspects of assessment practices; (2) assessment practices common to all three subject areas; and (3) local or provincial requirements for assessment. These questionnaires were sent to 500 teachers in each subject area, (1,500 total questionnaires), with 527 (35%) respondents. Results indicated that few differences existed between the relative importance the three groups placed on objectives. Higher ratings were given to developing individuality and independence, to participation and involvement, originality of response, and problem solving. Problem solving was given higher priority than development of skills. However, higher ratings were given to subjects viewed in a broader context by Francophones as compared to Anglophones. In terms of assessment tools preferred, use of journals and sketchbooks was highest among art and drama teachers. Performance or practical examinations were favored over written forms of assessment in all subject areas. Slight differences included the greater use of sketchbooks or journals as an assessment tool by female teachers compared to male teachers, and the greater use of written examinations by music teachers compared to other subject area teachers. Measures of formal assessment were required by 88% of the school districts. Almost 90% of the teachers rated assessment as desirable, very desirable, or essential. This document includes: Tabulation and Analysis of the Data; Interpretation of the questionnaire results; Summary and Interpretation of Respondent Comments; English and French versions of the questionnaire; and sample letters sent to superintendents and principals requesting participation in this research. (MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC