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Assessment in Art Education

Assessment in Art Education

Trying to fit art education into traditional assessment methods (bubble tests, anyone?) is like trying to fit a square peg in a round hole. We are different, and because of that, most traditional assessments just don’t work for us. But we’re required to show data in today’s educational landscape. So where do we turn? 

Throughout this course you’ll examine current research in assessment in arts education and explore strategies and systems used by some of the top schools and programs in the nation to assess the arts. Based upon the research and models from class, you’ll leave this course with a comprehensive toolkit that has many different types of authentic assessments ready for direct application in your classroom.

Graduate Credits
All courses will now close at 11 PM Central time on the 27th of each month. Graduate Credits 3 Graduate Credits
Price Graduate Credit $1047.00
Upcoming Course Run Dates
May 1 Jun 25
Jun 1 Jul 26
Jul 1 Aug 25
Aug 1 Sep 25
Sep 1 Oct 26
AOEU Course Code
Morningside Course Code
EDUC500 AOE001

Course Outcomes

  • Effectively implement a variety of assessments with lessons you already teach including formative and summative assessments.
  • Implement portfolios as an authentic assessment tool in your classroom.
  • Explore standards-based instruction and the many facets used to demonstrate evidence of learning.
  • Understand how assessment can show basic student growth data.
  • Use tools to collect and organize data to save you time.
  • Take an educated stance on why assessment can help you advocate for your program.

Course Breakdown

Week 1
Rethinking Assessment
  1. Create an infographic illustrating your current relationship with assessment in the art room.
  2. Looking at timely resources concerning assessment, consider previous approaches and divergent thinking.
  3. Complete a self-assessment to measure your current strengths and weaknesses in assessment in the art room.
Week 2
Formative Versus Summative Assessment
  1. Explore resources which discuss formative assessments compared to summative strategies.
  2. Access library services as you dive deeper into assessment approaches.
  3. Design a formative assessment tool to assess a standard of your choice.
Week 3
Standards-Based Instruction
  1. Decipher the differences between grading students and providing evidence of their learning.
  2. Dive into standards-based instruction as a means to clearly define levels of proficiency across lessons.
  3. Consider ways to measure student growth on content standards over time.
Week 4
Body of Evidence
  1. Look at how collecting a body of evidence can demonstrate student learning.
  2. Create a summative assessment that you would include in a body of evidence.
  3. Consider how digital and traditional portfolios might play a role in your evidence collection and assessment systems and plan accordingly.
Week 5
Collecting & Analyzing Data
  1. Engage in activity which will help you understand how to look at data and, in turn, make instructional decisions.
  2. Create a tool to collect student data.
  3. Describe how you will employ your data collection tool with supporting documentation.
Week 6
Using Data for Instruction
  1. Explore ways to visualize data specifically for the art classroom.
  2. Experiment with tools to create charts and graphics to help illustrate student data.
  3. Research additional resources to inspire your ongoing adventure with assessment data.
Week 7
Assessment as Advocacy
  1. Learn how assessment and growth data can support advocacy measures.
  2. Identify the important stakeholders in your learning environment.
  3. Make an action plan to use what you have learned about assessment and to communicate data with important groups and individuals in your environment.
Week 8
Reflection, Goal-setting, and Final Toolkit
  1. Celebrate your learning from this course by compiling a comprehensive portfolio.
  2. Reflect on your evolution as an educator as a result of the content from this class. How have your assessment strategies evolved?
  3. Set reasonable goals for future growth as you anticipate next steps in your learning.

The Big Picture

A sample assignment from Week 6 of the class "Assessment in Art Education"

1. Research

After conducting deep and meaningful research concerning formative and summative assessment strategies, look at how the visualization of data can enhance instruction, and serve as an advocacy tool. Explore a variety of graphic tools to bring your data to life in meaningful and aesthetically pleasing ways.

2. Discussion

Reflect upon your own data collection and presentation measures. Consider ways technology can aid you in assessment strategies. Assist others in improving their relationship with assessment along the way.

3. Practical, Hands-On Application

Weave concepts of successful assessment strategies into curricular planning as well as advocacy measures.
Jack B.
"The class has just the right amount of rigor and challenges you from many different perspectives. The online communication with other teachers was very valuable. I felt like this course was cutting edge and will really help me in my methods of assessment and advocating for the visual arts. "
Shelly S.
"This class opened my eyes to the world of assessment. What I once found intimidating and scary I now find exciting and manageable. This class gave me so many resources and tools to use this next school year. I even have a plan ready to go thanks to our last assignment. This is a class that you take and can start using IMMEDIATELY."
Vanessa R.
"I feel high quality and relevant professional development, for art educators, is non-existent in my school district. Dedicating a few weeks of my summer to focus on this assessment course was so worth it! What I managed to learn in such a sort amount of time is amazing."

What do past course participants think?

Hundreds of art teachers have taken the course “Assessment in Art Education”. Here’s what they actually think — without cherry-picking.
(12 month rolling average from all post-course survey respondents – Updated 2/27/2020)







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