Onderzoeksagenda
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R E S E A R C H AG E N D A A S S E S S M E N T / E VA LUAT I O N STUDENT What relationships can be found between scores on standardized tests and scores on art and design assessment procedures Which types of assessment procedures demonstrate the capacity of students to participate in a diverse, global, and just society How is student learning measured when instruction is focused on studio art practices, visual culture, design education, and aesthetic experiences with original works of art taught as discipline-based visual arts education or integrated with other subjects How might student creativity be successfully and authentically assessed in art and design education STUDENT How can art education serve students with high interest ability in art, as well as those with special needs such as learning, physical, and emotional disabilities, and those learning English as a second language How can art education prepare students to be enlightened citizens engaged in a global community How can art education promote understanding of diversity with regard to sexual orientation, cultural identity, religious beliefs, and other areas where prejudice and marginalization may exist How can art education address student issues related to privilege and economic disadvantage EDUCATOR How do art educators resolve conflicting values between prescribed assessment procedures and their individual values about students and their visual arts learning How do art educators go about constructing and using assessment procedures as part of their daily work Which procedures are the most effective and appropriate procedures for assessing/ evaluating art educators’ competencies What are effects of pre-service teacher assessment and teacher evaluation on art teaching and learning in the United States CONTEXT What are factors in educational settings that support or mitigate against effective assessment of student progress and achievement in art What are successful strategies for including community m
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