NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ949629
Record Type: Journal
Publication Date: 2011
Pages: 24
Abstractor: As Provided
Reference Count: 7
ISBN: N/A
ISSN: ISSN-0958-5176
Transformative Shifts in Art History Teaching: The Impact of Standards-Based Assessment
Ormond, Barbara
Curriculum Journal, v22 n4 p567-590 2011
This article examines pedagogical shifts in art history teaching that have developed as a response to the implementation of a standards-based assessment regime. The specific characteristics of art history standards-based assessment in the context of New Zealand secondary schools are explained to demonstrate how an exacting form of assessment has led teachers to transform their practices to target precise assessment outcomes. The article also examines the complexities of facilitating effective learning for a skills-focused assessment programme alongside an existing and demanding art history content prescription, and discusses how assessment has, unintentionally, created shifts in the knowledge expectations of both students and teachers. Learning activities are included to illustrate how a high level of precision in alignment between assessment and pedagogy has the potential to enhance understanding in relation to standards-based achievement. (Contains 10 notes, 3 tables and 4 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand