Assessment / Visual rubrics (chaired by Folkert Haanstra)
Based on the ENViL competency model an instrument for self-assessment (in the form of both visual and written rubrics) was designed, tested and evaluated. This resulted in a new version of the instrument, containing six visual production criteria and seven visual reception criteria. Members of the working group in Hungary, Germany and The Netherlands implemented and evaluated the new version of the rubric in schools for secondary education. Based on the gathered data two articles have been submitted to journals. The authors are Talita Groenendijk, Andrea Karpati and Folkert Haanstra. We hope they will be published in 2018.
The first article deals with the development of the tool for self-assessment. This tool was tested in several countries. The article describes the evaluation of the criteria included in the tool and students’ comprehension of the tool as a self-assessment system. Consequences for improved rubrics are discussed.
The second article describes how teachers and students use the rubrics, whether they consider them helpful and to what extent students’ self-assessments are in line with teacher assessments. The study contributes to the development of feasible and valid assessment criteria and instruments in secondary art education.
If you are interested in studying self assessment through the use of the visual rubrics, please contact Folkert Haanstra.
Two examples of visual rubrics for the dimension designing (Production)
Three examples of visual rubrics for the dimension Describing (Reception)