Authentic Assessment in Art Education: New Media, Models, and Tools June 24, 2011

Art education is about creation, meaning making and sharing experiences through and about art. Evaluation of results should also serve these purposes: inspire, interpret and improve performance. The Research Pre-Conference of the 2011 InSEA Congress invites presentations about research on authentic and reliable methods of assessment and evaluation of students’ and adult learners’ performance, quality, use as well as cultural, social and individual value of arts projects, methods and themes. This conference could have been termed “evaluation beyond testing”, but it seems more appropriate, quoting one of the speakers, to focus our efforts on developmental assessment. (Schönau, 2010)

KEYNOTES

1. History of assessment in art education in the United States, Stanley MADEJA, Northern Illinois University, US

2. Assessment of performance in the visual arts: what, who and how? Douglas BOUGHTON , Northern Illinois University, US

3. Developmental models reconsidered, Folkert HAANSTRA, Amsterdam School of the Arts, The Netherlands

4. Evaluating visual culture – consequences of a paradigm shift in art education for assessment, Kerry FREEDMAN, Northern Illinois University, US

5. National assessment of art and design skills in France. Bernard DARRAS, Centre of Research, Images, Cultures and Cognitions, (CRICC), University of Paris 1 (Sorbonne), France

6. From Child Art to Visual Language of Youth: The Hungarian Visual Skills Assessment Study, Andrea KÁRPÁTI, ELTE University, UNESCO Centre for Multimedia in Education, Budapest and Emil GAUL, President, National Art Educators’ Association, Budapest, Hungary

Conference information provided by konferenciakalauz.hu

Official Website: http://www.insea2011.org/#ResPreConfer