Peer reviewedERIC Number: EJ512734
Record Type: Journal
Publication Date: 1994
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0736-0770
EISSN: N/A
Available Date: N/A
How Should Students' Progress and Achievements in Art Be Assessed? A Case for Assessment That Is Responsive to Diverse Students' Needs.
Zimmerman, Enid
Visual Arts Research, v20 n1 p29-35 Spr 1994
Discusses issues related to standardized testing and a national art curriculum. Maintains that cultural diversity among students makes valid and fair assessment difficult. Argues that teachers should be trained in the use of authentic assessment methods. (CFR)
Descriptors: Art Education, Art Teachers, Cultural Pluralism, Culture Fair Tests, Elementary Secondary Education, Higher Education, Inservice Teacher Education, Multicultural Education, National Programs, Norm Referenced Tests, Performance Based Assessment, Preservice Teacher Education, Standardized Tests, Student Evaluation, Test Use, Test Validity, Testing Problems
Publication Type: Reports - Descriptive; Opinion Papers; Journal Articles
Education Level: N/A
Audience: Teachers; Researchers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Goals 2000
Grant or Contract Numbers: N/A
Author Affiliations: N/A
