The Problem of Assessment in Art and Design

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Overview

 Due to the inevitably subjective nature of art, the issue of evaluating the work of art students will always be controversial. In The Problem of Assessment in Art and Design, a distinguished group of art educators and experts examine this divisive topic across the educational spectrum, from elementary schools to university campuses.

This volume analyzes the present state of art and design assessment from both historical and philosophical perspectives, pointing the way toward possible directions for reform and reconciling the conflict between objective evaluation and individual creativity.
 

“The chapters provide an historical and philosophical analysis of the present state of assessment in art and design in England where assessment in art and design is considered to be essential, but where the assessment procedures are controversial and vehemently contested. Without providing any practical, definitive answers the authors map out some possible directions for reform.”—Teresa Eça, Apecv, Portugal

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Editorial Reviews

Apecv (Portugal) - Teresa E�a

“The chapters provide an historical and philosophical analysis of the present state of assessment in art and design in England where assessment in art and design is considered to be essential, but where the assessment procedures are controversial and vehemently contested. Without providing any practical, definitive answers the authors map out some possible directions for reform.”
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Product Details

Meet the Author

Trevor Rayment is course leader for postgraduate certificate in education in art and design at the University of Reading, United Kingdom.
 

 
 
 

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Table of Contents


Acknowledgements
Preface
 
Introduction: The problem of assessment in art and design
Trevor Rayment
 
Chapter 1: The impact of formal assessment procedures on teaching and learning in art and design in secondary schools
Rachel Mason and John Steers
 
Chapter 2: Assessment in art and design in the primary school
Gill Hopper
 
Chapter 3: The assessment of GCSE Art: Criterion-referencing and cognitive abilities
Trevor Rayment and Brain Britton
 
Chapter 4: AS Level Art: Farewell to the 'Wow' factor?
Tom Hardy
 
Chapter 5: Striving for appropriate, reliable and manageable vocational
assessment
Sylvia Willerton
 
Chapter 6: Portfolio development in a secondary teaching credential art program
Mika Cho
 
Chapter 7: (In defence of) whippet-fancying and other vices:
Re-evaluating assessment in art and design
Richard Hickman
 
Chapter 8: Towards a more complex description of the role of assessment as a practice for nurturing stratefic intelligence in art education
Leslie Cunliffe
 
Chapter 9: Assessment in educational practice: Forming pedagogized identities in the art curriculum
Dennis Atkinson
 
Notes on contributors
Index
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