Assessing Student Achievement in Art Page: 3 of 37
This thesis or dissertation is part of the collection entitled: D. Jack Davis Art Education Collection and was provided to The Portal to Texas History by the UNT Libraries Special Collections.
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BACKGROUND
The evaluation of the Getty Institute for Educators on the Visual Arts was
comprised of assessments of the summer inservice programs, instructional imple-
mentation at the school and districts, and effects of the program on students.
Early in the history of the Institute, a search was made through the literature
on testing to discover if there were achievement tests in art that might be
used to assess the impact on students. With the conclusion that no tests were
available, it was decided during the 1983-84 school year to develop an achieve-
ment test that would be appropriate for the students of Institute participants
and that would reflect the Institute's expectations.
One form of the test was developed for each grade, 1 through 6; was reviewed by
art educators, printed, and administered by classroom teachers as a spring post-
test. Viewed as a trial run of the tests, the effort was very informative,
leading to further improvements and the development of an alternate form for
testing in the 1984-85 school year. The second year of testing included, in
addition to pre- and posttests with alternate forms, the testing of students
whose teachers had various amounts of participation or exposure to the Institute.
Comparisons among the groups showed greater growth for the students of Institute
participants in grades 2 through 5, but not in grades 1 and 6. The inconsis-
tencies were partly explained by the moderating effect of the quality of instruc-
tion provided by the teachers.
The content of these achievement tests was based, in part, on the SWRL curriculum,
the only curriculum available at the time that was deemed to reflect the disci-
pline-based approach to teaching art, and the recommendations of art educators
who broadened the scope of the assessment through their knowledge of the items
that had been useful in the previously reported National Assessment of Educational
Progress. Even with this state-of-the-art approach to setting the content of
tests, the 1985-86 school year saw the introduction of another curriculum with
claims to being discipline-based. Further, a third curriculum with similar
claims was on the horizon and a fourth and fifth were to appear unexpectedly
in the 1986-87 school year. With five curricula claiming to be discipline-based,
it was anticipated that the already developed achievement tests could well be
seen as unfair to any but the first, as their content had no influence on the
items of the tests. It was therefore decided that student testing would await
the availability of all curricula and the tests would then be revised to reflect
the content of each one equally, if that was feasible.
PROCEDURE
To gauge the feasibility of a teit series' being developed to reflect fairly
learner objectives of all curricula, a feasibility analysis was undertaken, of
which this is the report.
The Taxonomy of Learner Goals in Art
The first step in the analysis was to make some kind of organized sense of the
five curricula. To do this, it was necessary to rise above the specific aspects1
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Hoepfner, Ralph. Assessing Student Achievement in Art, thesis or dissertation, March 15, 1988; (https://texashistory.unt.edu/ark:/67531/metadc1050932/m1/3/: accessed June 17, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu.; crediting UNT Libraries Special Collections.