Amanda Boyer
National University
LITERATURE REVIEW - DOMAIN B 2
Abstract
Education.” The article discusses the importance of a comprehensive, well designed approach to
curriculum and assessment. Popovich argues that this approach is fundamental to effective
teaching and learning in art education. This article was chosen specifically for the California
Teacher Performance Expectations Domain B, which is about monitoring student learning during
Literature Review
Framework
In California, an art teacher must follow a curriculum based on the California Common
Core Standards. The standards are used to guide the learning objectives for all students, but do
not dictate the way that art must be taught or which projects must be completed. The assessments
that take place in an arts classroom must determine evidence of learning but can be done in a
variety of ways.
Authentic Assessment
As students are learning about the art making process, “it is imperative that [they] have
time and opportunities to reflect on content and processes” (Popovich, 37). An assessment can
provide this opportunity through intentional open questions, artist statements, and critiques,
whether they are from a teacher, professional, or peers. The rubric that is used in my classroom
includes criteria that communicate expectations of brainstorming, rough drafts, decision making,
and reflecting on the process. I use a combination performance based and artist reflection to
determine the students’ level of understanding and application of the content. This type of
assessment provides a check in for comprehension and application so that I can see if all students
are progressing adequately, or if they need any re-teaching or review. This type of assessment
also provides an opportunity for self-reflection on the development of the assessment, as well as
Visual Documentation
Students take photos of their art process in each step so that they can document their
learning and reflect on the process throughout. The images are included with their rubric and self
LITERATURE REVIEW - DOMAIN B 4
reflection because “visual documentation of student work as a result of the curriculum can
provide evidence of student achievement” (Popovich, 38). I share assessment results, which
include the visual documentation, with parents through our grading software, SchoolLoop. If
there is evidence in the assessment that indicates a need to provide detailed results to the student
and his/her family with areas for growth, I will contact the student and parents to set up a
meeting. This information also helps me with my next steps in the curriculum and lesson
planning. Lastly, visual documentation provides examples for students in the future of art
making processes.
Refining Assessments
Popovich includes a challenge for teachers to “develop local curriculum and assessment
measures that are evolving, responsive, and shaped by current research in the field” (Popovich,
38). Every teacher must review, reflect, and remain flexible in order to make adjustments as
needed to assessment design and implementation. I constantly use what I have learned from
assessment experiences as I plan instruction and assessment. I see how important process visual
documentation is for not only success in achieving learning goals at the end of a unit, but also in
analyzing the effectiveness of the teaching strategies and lesson plans being used. I also think
reminders of the learning goals, step-by-step process, and the purpose of assessments before they
take them are important for students to understand so that they will perform and know what is
expected of them at all times. I have found my assessments to be appropriate for progress
monitoring high school introductory visual art students because they integrate the state visual
References
Assessment in Art Education. Art Education, 59( 6), 33-39. Retrieved from
http://www.jstor.org.nuls.idm.oclc.org/stable/27696180