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An exploratory study of assessment p...

Tompkins, Tonya P.

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An exploratory study of assessment philosophies and practices of visual art teachers in one district in South Carolina.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An exploratory study of assessment philosophies and practices of visual art teachers in one district in South Carolina./
作者:	Tompkins, Tonya P.
面頁冊數:	152 p.
附註:	Adviser: David Perry.
Contained By:	Dissertation Abstracts International68-08A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3274996
ISBN:	9780549158561

An exploratory study of assessment philosophies and practices of visual art teachers in one district in South Carolina.
Tompkins, Tonya P.

An exploratory study of assessment philosophies and practices of visual art teachers in one district in South Carolina. - 152 p.

Adviser: David Perry.

Thesis (Ed.D.)--Walden University, 2007.

Elementary art teachers are faced with developing assessment programs without ongoing relevant training. This qualitative case study utilized interviews and archival record reviews to investigate the assessment philosophies, practices, training, strengths, and weaknesses of seven elementary art teachers. The data were analyzed using a cross-case analysis strategy that identified patterns, themes, and categories from each case, and then were compared across multiple cases. Findings indicated that art teachers use a variety of assessment tools and strategies that are developed without ongoing training. Teachers agree that assessment is important for determining student learning; however, some hold conflicting philosophies about art assessment. Recommendations include developing a variety of ongoing assessment training programs. These programs can lead to the development of teacher leaders that can shape teacher development and assessment policies and the refinement of assessment tools and strategies, thus bring about positive social change.

ISBN: 9780549158561Subjects--Topical Terms:

1018432
Education, Art.

An exploratory study of assessment philosophies and practices of visual art teachers in one district in South Carolina.
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520 $a Elementary art teachers are faced with developing assessment programs without ongoing relevant training. This qualitative case study utilized interviews and archival record reviews to investigate the assessment philosophies, practices, training, strengths, and weaknesses of seven elementary art teachers. The data were analyzed using a cross-case analysis strategy that identified patterns, themes, and categories from each case, and then were compared across multiple cases. Findings indicated that art teachers use a variety of assessment tools and strategies that are developed without ongoing training. Teachers agree that assessment is important for determining student learning; however, some hold conflicting philosophies about art assessment. Recommendations include developing a variety of ongoing assessment training programs. These programs can lead to the development of teacher leaders that can shape teacher development and assessment policies and the refinement of assessment tools and strategies, thus bring about positive social change.
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