1. Evaluation and Assessment in Visual Art Education
Evaluating the Curriculum
Sub Topics
Helping Teachers Develop and Evaluate
Classroom Tests
Helping Teachers Evaluate by Assessing
Performance
Evaluating the Supported Curriculum
Evaluating the Written Curriculum
Evaluating the Taught Curriculum
Evaluating the Learned Curriculum

2. Introduction
 The curriculum should be evaluated at every step of its
development.
 In determining a schedule for development, the task force
should conduct a needs assessment.
 The most important evaluation, however, will occur at
school and classroom levels as the principal and teachers
corporate in a rigorous evaluation of curriculum quality.
 The comprehensive framework of teacher-relevant
curricula include;
 The assessed or tested curriculum,
 The supported curriculum,
 The written curriculum,
 The taught curriculum,
 And the learned curriculum

3. Helping Teachers Develop and
Evaluate Classroom Tests
 The assessed or tested curriculum usually includes
four kinds of tests/assessment of student learning:
• Standardized test
• State tests
• District tests
• Classroom tests

4. Helping Teachers Develop and
Evaluate Classroom Tests
 Teacher will need the assistance of the principal in developing
and evaluating classroom tests
 Developing is valid and reliable classroom tests is an important
and complex skill. (further reading: 17-step flowchart developed by
Nitko, 1983)
Step 1:
Assess the
constraints
and resources
Step 2:
Analyze what
was taught
Step 3:
Listing the
Unit Analysis

5. Helping Teachers Evaluate by
Assessing Performance
 Step 1: examines some practical considerations – what
constraints will place limits on the nature of the test? and What
resources are available to help the teacher develop the test?
 Step 2: there are two useful ways of analyzing what was taught.
Berlinear uses three classifications:
 knowledge/comprehension,
 application and
 analysis/synthesis/application
 Step 3: Alternative method using the illustrated Unit Analysis
Form (next slide) This method conceptualize the units: terms, facts
and information, big ideas, skills and processes, critical thinking
and problem solving.

6. Unit Analysis Form
List the terms taught – art criticism, Object-
Based Learning, Project-based Research
List the facts and information taught – the Art
Criticism framework proposed by Edmund Feldman,
OBL-outdoor learning (i.e. museum and gallery
education)
List the big ideas taught – steps in
conducting art criticism
List of the skills and process taught – critical
inquiry, creative and critical thinking skills
List the learning strategies and problem-solving skills
taught – analyze the media and techniques used in
producing an artworks (experimental research)

7. Process of Implementing the Alternative
Method
Alternative method using the illustrated Unit Analysis Form
 Step 1 - conceptualize the units: terms, facts and
information, big ideas, skills and processes, critical thinking
and problem solving.
 Step 2 – determine which objectives will be tested.
Teachers should consider: items that they believe should
be tested, considering elements such as the importance of
that item for future work, the amount of time that was
devoted to teaching it, the resources available and time
required for testing it.
 Step 3 – determine relative weights (in a form of % figure)
for all objectives to be tested. Three purposes: they help
the teacher prepare the test, help students allocate time
during the test, they aid the teacher in scoring the test.

8. Process of Implementing the Alternative
Method
 Step 4 – write the test items by using the information
collected in previous steps. Determine types of questions
aligned with each objective, weighing both issues of
validity (which type will most validly assess learning?) and
utility (which type will be easiest to score?)
 Step 5 – the next step is to assemble the test and write the
directions
 Step 6 – final step is to write clear directions. Test
developers should use simple language that the students
can read and understand.
 Step 7 – Teachers are ready to review and revise the test.

9. Evaluating the Supported Curriculum
 The supported curriculum includes all the learning materials
used to support the written curriculum, including texts and
software.
 Again, the alignment process can be useful in determining the
congruence between the supported and the written curriculum.
 IF major gaps are found to exist, three options are available:
Purchase/choose
other Materials
Change the
curriculum
Develop
supplementary
materials to fill
the gap

10. Criteria for Evaluating the Supported Curriculum
Format, Appearance and Durability
•Are the materials of high quality in their physical make-up: clear in
format, attractive to the eye, made of durable materials?
Style
Style
•Are the materials readable by intended users but not oversimplified?
•Are the materials free of bias based on gender, ethnicity and age?
Content
•Does the content suitably reflect the nation’s culture diversity?
•Does the copyright date indicate that the content is current
•Is the content congruent with the curriculum?
Authorship
•Does the authorship include both scholars in the field and
experienced classroom teachers?
Evaluation
•Have the materials been rigorously field tested?

11. Evaluating the Written Curriculum
 The written curriculum includes the scope and
sequence chart and the district curriculum guide.
When the district developers have produced the
first draft of the scope and sequence chart for a
given subject, principles and teachers should
evaluate it critically as it provides a foundation for
the detailed curriculum guide.

12. Evaluating the Taught Curriculum
 The taught curriculum is the curriculum that the teacher actually
delivers (instruction).
 Three approaches used in evaluating the taught curriculum;
Approach 1
• Informal
observations
conducted
periodically as a
means of
monitoring the
curriculum
Approach 2
• Formal evaluation
of teaching by the
principal should
include one item
the refers to
implementation
of the curriculum:
observation for
evaluation
purposes should
include an
assessment of
this component
Approach 3
• Peers can
observe each
other and then
give objective.
Non evaluative
feedback
focusing on
delivery of the
curriculum

13. Evaluating the Learned Curriculum
 The most important evaluating question to ask
examines the learned curriculum: Have students
achieved the learning goals of the curriculum?
Two types of evaluation are useful here.
 Assessing Student Learning in Every Class
 The function of classroom evaluation is to guide
instructional process.
 Effective teacher uses an interactive and
recursive process:
 Assess-plan-teach-assess-modify-plans-teach
Assess Plan Teach Assess Modify Plans Teach

14. Assessing Student Learning in Every Class
 1. Begin the instructional session with a brief oral or written quiz
that checks student’s knowledge of skills and knowledge taught
in prior lesson
 2. Explain concept or skill, monitor attentiveness by observing
student behavior, remembering that such monitoring does not
always yield reliable results.
 3. After you have explained a concept or demonstrated a skill,
check for student’s understanding
 4. From time to time, evaluate their learning by asking them to
write a brief response to a question or to explain their
understanding.
 5. Finally, close class with a brief evaluation of what has been
learned. Use methods for this end-of class evaluation;
 Conducting a brief oral quiz, written quiz of requiring all students to
write summary of the lesson’s highlights.

15. Evaluating Unit Achievement
 The other approach to evaluating the learned curriculum is to
analyze the results of end-of-unit test. Teachers will need help in
analyzing the using test results because it is time consuming.
 The following process should work for most teacher.
Prepare a large chart. Across the top, list the major areas covered by the test
Record on the chart how each student performed on each section of the chart,
using one of these symbols
E: excellent performance
S: satisfactory performance
U: unsatisfactory performance
Analyze the results, examining both dimensions (which students, which area)
On the basis of the analysis of results, use on of the following options
Provide for individual remediation of only a few students did not achieve mastery.
Proceed with the next unit for the entire class
Provide for group remediation / delay introducing new units: let achievers work on
enrichment content
Re-teach the whole class as needed if most of the students did not achieve mastery.