(Ebook PDF) The Problem of Assessment in Art and Design 1st edition by Trevor Rayment 1841509574 9781841509570 full chapters

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ISBN-10 ‏ : ‎1841509574 

ISBN-13 ‏ : ‎ 9781841509570 

Author :  Trevor Rayment 

 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

The Problem of Assessment in Art and Design 1st Table of contents:

Chapter 1: The impact of formal assessment procedures on teaching and learning in art and design in secondary schools
Chapter 2: Assessment in art and design in the primary school
Chapter 3: The assessment of GCSE Art: Criterion-referencing and cognitive abilities
Chapter 4: AS Level Art: Farewell to the ‘Wow’ factor?
Chapter 5: Striving for appropriate, reliable and manageable vocational assessment
Chapter 6: Portfolio development in a secondary teaching credential art program
Chapter 7: (In defence of) whippet-fancying and other vices: Re-evaluating assessment in art and design
Chapter 8: Towards a more complex description of the role of assessment as a practice for nurturing strategic intelligence in art education
Chapter 9: Assessment in educational practice: Forming pedagogized identities in the art curriculum

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