To what extent are the visual rubrics based on the Common European Framework of Reference for Visual Literacy (CEFR-VL) a feasible and valid instrument for assessing production and reception activities in secondary art education? Based on interviews and completed self assessments from four countries we tried to answer this central question. We considered student and teacher perceptions, students’ understanding of criteria and, quantitatively, concurrent validity. We concluded that students and teachers appreciate using visual rubrics. The visual rubrics based on CEFR-VL are an interesting start, but need some improvement (form and content). Teacher-student agreement is acceptable, but can be improved. We found no systematic over-estimation by the students.
Here you find the presentation (InSEA2017, Daegu)