Formative Assessment in the Visual Arts

Art Education

Volumn 67, Issue 1, 2014, Pages 34-40

  Andrade, Heidi ^a   Hefferen, Joanna ^b   Palma, Maria ^c  

^a STATE UNIVERSITY OF NEW YORK   (United States)

^b ArtsConnection   (United States)

^c NEW YORK CITY DEPARTMENT OF EDUCATION   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85010435234     PISSN: 00043125     EISSN: 23255161     Source Type: Journal    
DOI: 10.1080/00043125.2014.11519256     Document Type: Article

References (8)

1. Andrade, H., & Cizek, G., (Eds.) (2010). Handbook of formative assessment. New York, NY: Routledge.
2. Black, P., & Wiliam, D., (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.
3. Colwell, R., (2004). Evaluation in the arts is sheer madness. ARTSPRAXIS, 1, 1–12. Retrieved from http://steinhardt.nyu.edu/music/artspraxis
4. Hattie, J., (2009). Visible thinking: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
5. Hattie, J., & Timperley, H., (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
6. Sadler, D. R., (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144.
7. Stiggins, R. J., (2006). Assessment FOR learning: A key to student motivation and achievement. Phi Delta Kappan EDGE, 2(2), 3–19.
8. Zessoules, R., & Gardner, H., (1991). Authentic assessment: Beyond the buzzword and into the classroom. In V., Perrone (Ed.), Expanding student assessment, 47–71. Alexandria, VA: ASCD.