chapter  3
18 Pages

The Pressures for Reform

The school assessment context as presented in chapter 1 raises a number of questions regarding the role of the teacher in the assessment process, including what kinds of assessments art teachers use versus those used by students and artists, teachers’ lack of assessment training, and the appropriateness of paper-and-pencil, true-false, or multiple-choice tests in assessing student progress. Chapter 2 identified several alternatives to paper-and-pencil tests in art, including different approaches to portfolio assessment, and considered the connections between assessment and the school curriculum. This chapter examines the utility of authentic assessment as a way to involve art teachers as stakeholders in the assessment process and provides reasons for the project using an authentic approach to student portfolio assessment.