Description
Book SynopsisWith its inevitable dependency on the essential, and often contested, nature of art, the subject of assessment or evaluation in art and design education remains a matter of continuing controversy. This collection of essays examines the principal issues as they relate to the main phases of formal education, from primary to post-compulsory. Together, the papers provide an historical and philosophical analysis of the present state of assessment in art and design in our schools and colleges, and significantly, they map out some possible directions for reform.
Trade Review'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
Table of ContentsIntroduction: 'The problem of assessment in art and design' - Page 7 - Trevor Rayment Chapter 1: 'The impact of formal assessment procedures' - Page 11 - Rachel Mason and John Steers Chapter 2: 'Assessment in art and design in the primary school' - Page 27 - Gill Hopper Chapter 3: 'The assessment of GCSE Art: Criterion-referencing and cognitive abilities' - - Trevor Rayment and Brian Britton Chapter 4: 'AS Level Art: Farewell to the 'Wow' factor' - Page 49 - Tom Hardy Chapter 5: 'Striving for appropriate, reliable and manageable vocational assessment' - Page 59 - Sylvia Willerton Chapter 6: 'Portfolio development in a secondary credential art program' - Page 69 - Mika Cho Chapter 7: '(In defence of) whippet-fancing and other vices: Re-evaluating assessment in art and design' - Page 77 - Richard Hickman Chapter 8: 'Towards a more complex description of the role of assessment as a practice for nurturing strategic intelligence in art education' - Page 89 - Leslie Cunliffe Chapter 9: 'Assessment in educational practice: Forming pedagogized identities in the art curriculum' - Page 107 - Dennis Atkinson
