Reconsidering Issues of Assessment and Achievement Standards in Art Education

Abstract

In the past decade there has been a proliferation of curriculum reforms within developed nations resulting in increased efforts to define appropriate standards for student achievements in most school subjects. It is argued here that, in the visual arts, these statements do not, in fact, define standards, and do little towards assisting the achievement of consistent and meaningful judgments of students' studio work. A concept of “community as arbiter of quality” is proposed as an assessment strategy that could achieve standards of judgment consistent with practice in the broader arts community and is more responsive to the dynamic nature of the visual arts discipline.

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