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The Swedish National Advisory Assessment Tool in Visual Art Education

Konferensbidrag (offentliggjort, men ej förlagsutgivet)
Författare Tarja Karlsson Häikiö
Camilla Wu
Publicerad i http://www.insea2014.com/d/program/InSEA2014_Abstracts_Oral_Presentations.pdf
Publiceringsår 2014
Publicerad vid Högskolan för design och konsthantverk
Språk en
Länkar www.insea2014.com/d/program/InSEA20...
Ämnesord assessment, visual art education, elementary school, teacher support
Ämneskategorier Utbildningsvetenskap


Curricula are based on the idea that pupils' knowledge development progresses from basic skills to more advanced. It is customary to speak of this as a progression, which appears to be a key concept in the evaluation context. The purpose of education is to support pupils' development of the subject and ensure that you can evaluate and assess progress, so students can go from solving simple problems to more complex problems. Progression should be within and between school types, both between preschool and elementary school, and between primary and secondary education. There are national policy documents and supporting materials relating to assessment in the form of knowledge, national testing and assessment support. These are designed to support an equitable and legally secure assessment of pupils' knowledge. Assessment has obviously socio-political importance as it affects young people's way of looking at themselves and their possibilities in relation to education, future careers and even their identities as learners. Assessment in primary schools has in the Western world reproduced the models of higher education systems. It is written in the national guidelines that assessment practice should be adapted to different school contexts across the country to guarantee equivalency, but generally speaking, there is problems in guaranteeing equivalence as well as in the practicing assessment between the level of policy formulation and implementation level. In this paper is presented the project, background thoughts and the produced models for assessment for visual art education in elementary school for 6th and 9th grades. An Advisory Assessment Tool has been developed by the team at the art teacher education at the Teacher Education Program at the University of Gothenburg on behalf of the Swedish National Agency for Education in Sweden. The purpose of this advisory tool is supporting teachers in their assessment work. The material includes besides a teacher's guide and a research survey, also proposed matrixes and a film material. The film material, which is available on the agency's website, is designed to demonstrate teaching situations in visual art education, show concrete examples of assessment, demonstrate collegial conversations around assessment and problematize assessment practice. The material has been developed in collaboration with different schools in western Sweden where all participating teachers teach the subject of art in years 6 and 9. Conversations and discussions with participating teachers has been a valuable part of this process. The work at the schools were observed and documented both in the form of an observational study, and by filming but also through notes and other material accompanying image and text data, matrixes, and so on. The aim of assessment is to identify skills, assess knowledge, provide feedback for learning, enhance visibility of practical knowledge and evaluate teaching. In the material priorities of the national summative assessment grades are presented as grounds for the evaluation of school results as well as matrixes for assessment practice. In the material also is discussed giving and receiving feedback as part of formative assessment as assessment for learning practice. Students can use a simple self-assessment matrix for assessment of their performance in dialogue with a friend or teacher. This can be based, for example on a task, a thematic or a process. In this way, the pupil's development, progression can be made visible for them-selves and the pupils can participate in the assessment of peers to enhance progression in learning. There can be differences in the view of the subject content among art teachers around the country and from different generations. It is important to be aware of these differences when our background and our frame of reference affects the interpretation of the syllabus as well as knowledge. In that case a cross-fertilization between different disciplines and traditions is needed. Differences can often be good but when it comes to assessment and grading, it is essential that teachers are discussing among themselves to create a common frame of reference on what is required. Also, when it comes to assessment of visual art education, sometimes words cannot capture all aspects of the pupils' art work.

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