Perspectives on Learning Assessment in the Arts in Higher Education: Supporting Transparent Assessment across Artistic Disciplines

This edited volume explores how learning in the arts can be effectively and fairly assessed in higher education, considering a range of assessment practices across different artistic disciplines. It addresses contextual challenges to assessment and highlights the importance of reconciling teaching in the arts with assessing learning that takes on its meaning in subjectivity and sensitivity.

Format: Paperback / softback
Length: 301 pages
Publication date: 31 May 2023
Publisher: Taylor & Francis Ltd

Drawing on theoretical and empirical insights from art teachers in Canada and Europe, this edited volume explores the question of how learning in the arts can be effectively and fairly assessed in the context of higher education. The chapters consider a rich variety of assessment practices across music, visual and plastic arts, performing arts, design, fashion, dance, and music, illustrating how knowledge, competencies, skills, and progress can be viably and fairly assessed. Contextual challenges to assessment are also considered in depth, and particular attention is paid to the challenges of reconciling teaching in the arts, aimed at an intuitive transformation of the student, and assessing learning that takes on its meaning in subjectivity and sensitivity. This text will benefit researchers, academics, and educators in higher education with an interest in assessment in the artistic disciplines and in the topic of creativity more broadly. Those specifically interested in educational assessment policy and the visual arts will also benefit from this book.

Introduction:
The assessment of learning in the arts has become an increasingly important issue in higher education. As the arts continue to play a significant role in society, it is essential to ensure that students are receiving a fair and accurate evaluation of their skills and knowledge. This edited volume aims to provide a comprehensive exploration of the various assessment practices used in the arts, with a particular focus on how these practices can be effectively and fairly assessed.

Chapter 1:
In the first chapter, the authors discuss the theoretical foundations of assessment in the arts. They explore the different approaches to assessment, such as formative, summative, and diagnostic assessments, and the role that these assessments play in the learning process. The authors also discuss the challenges that arise in assessing the arts, such as the subjective nature of artistic expression and the difficulty of measuring progress.

Chapter 2:
In the second chapter, the authors examine the assessment practices in music education. They discuss the use of performance assessments, such as recitals and concerts, as well as written assessments, such as exams and assignments. The authors also explore the role of technology in music assessment, such as digital recording and online platforms.

Chapter 3:
In the third chapter, the authors explore the assessment practices in visual arts education. They discuss the use of portfolio assessments, which allow students to showcase their work in a comprehensive and organized manner. The authors also discuss the role of critical analysis in visual arts assessment, which involves evaluating the artistic merit and cultural significance of a work.

Chapter 4:
In the fourth chapter, the authors examine the assessment practices in performing arts education. They discuss the use of auditions and performances as assessment tools, as well as written assessments, such as essays and portfolios. The authors also explore the role of collaboration in performing arts assessment, which involves evaluating the ability
Chapter 5:
In the fifth chapter, the authors examine the assessment practices in design education. They discuss the use of project-based assessments, which allow students to apply their skills and knowledge to real-world problems. The authors also discuss the role of critical analysis in design assessment, which involves evaluating the aesthetic appeal and functionality of a design.

Chapter 6:
In the sixth chapter, the authors examine the assessment practices in fashion education. They discuss the use of runway
Chapter 7:
In the seventh chapter, the authors examine the assessment practices in dance education. They discuss the use of performance assessments, such as recitals and competitions, as well as written assessments, such as exams and assignments. The authors also explore the role of collaboration in dance assessment, which involves evaluating the artistic merit and technical proficiency of a performance.

Chapter 8:
In the eighth chapter, the authors examine the assessment practices in music education. They discuss the use of performance assessments, such as recitals and concerts, as well as written assessments, such as exams and assignments. The authors also explore the role of technology in music assessment, such as digital recording and online platforms.

Chapter 9:
In the ninth chapter, the authors examine the assessment practices in visual arts education. They discuss the use of portfolio assessments, which allow students to showcase their work in a comprehensive and organized manner. The authors also discuss the role
Chapter 10:
In the tenth chapter, the authors examine the assessment practices in performing arts education. They discuss the use of auditions and performances as assessment tools, as well as written assessments, such as essays and portfolios. The authors also explore the role of collaboration in performing arts assessment, which involves evaluating the artistic merit and cultural significance of a performance.

Conclusion:
In conclusion, this edited volume provides a comprehensive exploration of the various assessment practices used in the arts, with a particular focus on how these practices can be effectively and fairly assessed. The chapters consider a rich variety of assessment practices across music, visual and plastic arts, performing arts, design, fashion, dance, and music, illustrating how knowledge, competencies, skills, and progress can be viably and fairly assessed. Contextual challenges to assessment are also considered in depth, and particular attention is paid to the challenges of reconciling teaching in the arts, aimed at an intuitive transformation of the student, and assessing learning that takes on its meaning in subjectivity and sensitivity. This text will benefit researchers, academics, and educators in higher education with an interest in assessment in the artistic disciplines and in the topic of creativity more broadly. Those specifically interested in educational assessment policy and the visual arts will also benefit from this book.

Weight: 603g
Dimension: 229 x 152 (mm)
ISBN-13: 9781032056074