Assessing Student Achievement in Art Page: 4 of 37
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of each and to determine whether each addressed a learner objective that
would reasonably be expected to be part of discipline-based art instruction.
This had to be done so as to not contradict any philosophic position that
could be taken by a curriculum within the discipline-based umbrella. At the
same time, those learner objectives 'reasonably expected' had no where to come
from except from the curricula themselves, as the curricula define the approach
better than any theoretical position currently could. The uniform taxonomy of
learner goals could then provide the dimensions on which each curriculum could
be understood individually. It would be possible, for example, to prepare for
each curriculum, a profile of the extent of its coverage of each of the broadly
stated learner goals. At the same time, the already-prepared tests could be
similarly profiled, and all the profiles could be compared to identify where
the test bias existed as well as how well the curricula are articulated. On
the basis of these comparisons, specific content of the tests could be recom-
mended so that scores on each test at each grade would be expected to reflect
effective instruction using any curriculum. In addition, the tests themselves
would have to be intensively analyzed psychometrically to determine whether
certain item types, regardless of their appropriateness to any curriculum,
could continue to be recommended as valid and efficient indicators of growth
in student achievement.
At the time this study was begun, only three of the curricula were known, so
their authors were sought to provide advice to serve as the basis for future
work on the tests. The first information related to the developers for their
evaluation and advice was the findings from the previous administrations of the
tests. After all, the student testing done for the Institute was the largest
comprehensive effort in art assessment ever made, and the curriculum developers
had to be informed of all the findings so they could understand the issues of
test format and difficulty on an empirical basis. The developers were also asked
to offer opinions and recommendations about the kinds of items that had been
used and how they might be improved. One of the curriculum developers responded
in a detailed and thorough manner and the other two responded more informally
to the memoranda sent them. The memoranda may be found in Appendices A and B of
the December, 1986 report submitted to the Center, with the title "Report on the
Partial Curriculum Review to Support the Development of Achievement Tests in
Art" (hereinafter referred to as 'the 1986 report')
Development of the Taxonomy. Within each curriculum, learner objectives could
be extracted and phrased to be consistent with the approach, tone, and philosophy
that underlies the curriculum. It is possible, therefore, for learner objectives
from different curricula to appear to be different largely because they emerge
from the curricular assumptions in different ways. In order to ensure that such
learner objectives would be identified as essentially the same, and to do so in
an efficient manner, a comprehensive taxonomy of goals (objectives of a more
general or higher-level nature than learner objectives) was created. Similar
and same learner objectives from different curricula would then be more likely
classed into the same cell of the taxonomy, and being in a (smaller) cell, would
be more likely to be identified as being the same or similar.
It is important to understand what the taxonomy is and what it is not. The pur-
pose of the taxonomy is to locate precisely learner objectives from the large2
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Hoepfner, Ralph. Assessing Student Achievement in Art, thesis or dissertation, March 15, 1988; (https://texashistory.unt.edu/ark:/67531/metadc1050932/m1/4/: accessed June 9, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu.; crediting UNT Libraries Special Collections.