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001 AAI27830385
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008 200930s2020 miu sbm 000 0 eng d
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035 (MiAaPQ)AAI27830385
040 MiAaPQ|beng|cMiAaPQ|dNTU
100 1 Filbin, Deborah N
245 10 Art Assessment Policy and Practice at the High School
Level :|bValidity, Reliability, and Resistance
264 0 |c2020
300 1 online resource (334 pages)
336 text|btxt|2rdacontent
337 computer|bc|2rdamedia
338 online resource|bcr|2rdacarrier
500 Source: Dissertations Abstracts International, Volume: 82-
01, Section: A
500 Advisor: Boughton, Douglas;Freedman, Kerry
502 Thesis (Ph.D.)--Northern Illinois University, 2020
504 Includes bibliographical references
520 National education reform policies that have increased
reliance on standardized testing in subjects like reading
and math as a way to judge the quality of a teacher's
performance have created challenges for educators in
visual art and design when they are required to provide
data about student growth. Art teachers who utilize
alternate forms of assessment to judge the quality of
student artwork as evidence of learning can potentially be
in a precarious position because of underlying assumptions
that these types of qualitative assessments lack validity.
In this context, when compared to colleagues in
traditionally tested disciplines, art educators face
unique challenges proving their assessments are both valid
and reliable. Framed in critical pedagogy, a mixed-methods
study was conducted in the state of Illinois to
investigate the kinds of assessment strategies high school
art teachers found useful in their classrooms to measure
student learning and whether their methods differed from
the types of assessments their administrators expected.
This study brings attention to the important aspects of
assessment and how policy can shape teachers'
practice.This study provided unique insight into Illinois
art teachers' experiences with the current state teacher
evaluation policy PERA (Performance Evaluation Reform
Act). Participants from throughout the state were surveyed
about their understanding of assessment, validity,
reliability, and professional development. To elaborate
and contextualize the findings, face-to- face interviews
were conducted with eight participants to obtain a deeper
understanding of teacher's actual experiences in the
classroom and elaborate upon the role educational policy
played in assisting them to meet requirements for their
performance evaluation. Assessment at the high school
level can present unique challenges when compared to other
disciplines because of the complexity of qualitative
judgments teachers must make about their students' work.
Applying qualitative assessment methods were particularly
troublesome for participants because their methods were
not like traditional right-wrong answer choice tests; this
created underlying mistrust of art teachers' data that was
derived from professional judgement on qualitative
assessments. Deepening the challenge art teachers faced
when assessing student art performance, the participants
described a lack of professional development specifically
for assessment in art. They also struggled with an absence
of professional development to establish the validity and
reliability of their assessments and sometimes received
inappropriate direction about student performance data
collection because of a lack of understanding by
administrators or supervisors about how student artwork
should be judged. In an age of test-based accountability,
professional development for teachers, administrators, and
pre-service educators aimed specifically for art and
design assessment is essential for practitioners in public
schools.Additionally, it was found the socio-economic
status of teacher participants' schools was related to the
kinds of data they were asked to collect and the kinds of
resources they had available within their departments thus
indicating a lack of equitable access to quality art
education throughout the state. In response to
administrative requests that participants felt were
inappropriate to their discipline, multiple forms of
resistance were exhibited including covert, overt, and
passive compliance as a way to help them cope with what
many participants felt were overwhelming obstacles to
teaching a quality visual art curriculum
533 Electronic reproduction.|bAnn Arbor, Mich. :|cProQuest,
|d2020
538 Mode of access: World Wide Web
650 4 Art education
650 4 Secondary education
650 4 Education policy
653 Art Assessment
653 High School Art Education
653 Resistance
653 Teacher Performance Evaluation
653 Validity and Reliability
653 Visual Art Education
655 7 Electronic books.|2local
690 0273
690 0533
690 0458
710 2 ProQuest Information and Learning Co
710 2 Northern Illinois University.|bArt and Design
773 0 |tDissertations Abstracts International|g82-01A
856 40 |uhttps://pqdd.sinica.edu.tw/twdaoapp/servlet/
advanced?query=27830385|zclick for full text (PQDT)
912 PQDT
