NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ931115
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-0039-3541
Assessment Assemblage: Advancing Portfolio Practice through the Assessment Staging Theory
Davis-Soylu, Heidi J.; Peppler, Kylie A.; Hickey, Daniel T.
Studies in Art Education: A Journal of Issues and Research in Art Education, v52 n3 p213-224 2011
Arts education faces challenges from continual pressure for educational accountability. How should art educators assess inventive and divergent learning in ways that communicate to those outside the arts? The answer matters not only for the development of useful art assessment, but also in securing a place for the arts in public education. Prior assessment efforts are deeply rooted in distinct epistemological stances on the nature of learning and are tied to a particular learning theory, resulting in competing goals that undermine the efforts to document learning from other perspectives. In order to assemble together current assessment efforts through an epistemologically pluralistic approach to assessment, this article uses the metaphor of increasingly formal theatrical staging to review existing and emerging research on arts assessment. Just as the process of "assemblage" lets artists create new meaning from disparate objects, this article introduces a comprehensive new approach, called assessment assemblage theory, for improving "existent" assessment and testing practices to satisfy a range of stakeholders. (Contains 1 table and 3 figures.)
National Art Education Association. 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A