The use of quantitative data-driven instruction and assessment in the visual arts curriculum could impact the outcome of student creativity if employed within the visual arts, a content area that uses primarily qualitative pedagogy and assessment. In this paper I examine the effect upon measured creativity resulting from the use of Quantitative Data-Driven Assessment compared to the use of Authentic Assessment in the Visual Arts curriculum.
This initial experimental research exposed eighth grade Visual Arts students to Authentic Assessment in one group, and Quantitative Data-Driven Assessment in another. Two experiments were conducted from the results. In the first experiment, both groups of student post-test art works are compared for mean creativity scores as defined by an independent expert panel of Art Educators. The second experiment compares for gains in pre-test/post-test creativity as the teacher assessed. Gains in mean creativity scores are compared between groups. Difference in assessment motivations are discussed as possible influencing factors.
|Advisor:||Silveira, Carlos C.|
|Commitee:||Craig, Erin M., Gatlin, Laurie|
|School:||California State University, Long Beach|
|Department:||Art, School of|
|School Location:||United States -- California|
|Source:||MAI 54/04M(E), Masters Abstracts International|
|Subjects:||Art education, Educational tests & measurements|
|Keywords:||Art education, Assessment of creativity, Creativity, Data-driven instruction, Divergent and convergent thinking, Visual arts education|
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