Developing Criteria Rubrics in the Art Classroom

Art Education

Volumn 55, Issue 4, 2002, Pages 46-52

  McCollister, Sandra ^a  

^a BAYLOR UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77952240223     PISSN: 00043125     EISSN: 23255161     Source Type: Journal    
DOI: 10.2307/3193968     Document Type: Article

References (7)

1. Arter, J., & McTighe, J., (2001). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Thousand Oaks, CA: Corwin Press.
2. Deitz, M., (1994). The role of assessment in assisting intermediate students to move from beginning to advanced academic work. AAHE Conference on Assessment and Quality, Washington, DC.
3. Henning-Stout, M., (1994). Responsive assessment: A new way of thinking about learning. San Francisco. CA: Jossey-Bass.
4. McCollister, S.J., (1993). Validity theory and the assessment of visual art learning: Introducing integrated validity. Dissertation Abstracts AAT 9405202. Eugene. OR: University of Oregon.
5. National Board for Professional Teaching Standards. (2001). Early and middle childhood/art standards [on-line]. Available: http://new.nbpts.org/standards/complete/emcart.pdf.
6. Snow, R. E., & Lohman, D. F., (1989). Implications of cognitive psychology for educational measurement. In R. L., Linn (Ed.), Educational measurement (3rd ed.). New York: Macmillan.
7. Wolf, D. P., & Pistone, N., (1991). Taking full measure: Rethinking assessment through the arts. New York: College Entrance Examination Board.