ERIC Number: ED455146
Record Type: Non-Journal
Publication Date: 1999-Sep
Reference Count: N/A
Enabling or Constraining: Standards Based Assessment in Art Education in New Zealand.
This paper aims to investigate the New Zealand assessment and qualifications reforms at the senior secondary school level within the political contexts of educational reform of the 1990s and the resulting effect for assessment in art education. These reforms involved a swing to an outcomes based model of assessment and the resulting qualifications were structured into a series of levels, described as "The Framework" (Ministry of Education, 1994). The development of The Framework and standards based assessment systems in New Zealand gave rise to a dramatic polarization of views that occurred between various educational groups and exposed a basic conflict of interest as to how assessment should be managed and how inclusive it should be. Standards based assessment is defined as that which measures the performance of a learner against set standards of achievement or competence; unit standards are descriptive statements of what an individual should know and be able to do. A table shows comparisons of art assessment at the senior secondary level (15-18 years old) under both traditional and standards based assessments. Contains a 21-item bibliography. (BT)
Descriptors: Art Education, Educational Change, Evaluation Criteria, Evaluation Methods, Foreign Countries, High Schools, National Standards, Student Evaluation
Australian Institute of Art Education, C/Suite 125, 283 Glenhuntley Road, Eisternwick, VIC 3185, Australia.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Australian Inst. of Art Education, Melbourne.
Identifiers - Location: New Zealand