Setting evaluation and assessment criteria for primery students\u27 fine art products

Oblikovanje meril za vrednotenje likovnih del učencev za učitelje razrednega pouka predstavlja velik problem. Pojavljajo se vprašanja, kot so: Kaj naj cenim pri risbi svojega učenca? Kako naj jo ovrednotim? Kako naj pridem do meril? Nekoliko težje bi dali točen in splošen veljaven odgovor na vprašanje, po katerih merilih bomo likovna dela vrednotili. Splošnega pravila za oblikovanje meril za vrednotenje in ocenjevanje likovnih del ni. Vrednotenje in ocenjevanje je lahko slabo strukturirano, slabo razumljivo in neusklajeno. Brez jasno določenih namenov in ciljev, so natančne meritve dosežkov učencev dvomljive. Merila za vrednotenje likovnih del izbiramo ustrezno likovni nalogi. Iz likovne naloge skupaj z učenci izberemo merila, izhajajoč iz splošnih ciljev likovne umetnosti in iz operativnih ciljev posamezne likovne naloge. Za vrednotenje izhajamo iz specifičnosti sodobne likovne vzgoje na razredni stopnji in izhajamo iz posebnih vsebin likovne vzgoje v posameznih razredih, upoštevajoč otrokov tako likovni razvoj. V empiričnem delu smo raziskovali oceno stanja oblikovanja meril in katera merila se učiteljem razrednega pouka zdijo najprimernejša za vrednotenje in ocenjevanje likovnih del. Raziskali smo, ali učitelji upoštevajo likovni razvoj, učni načrt in likovno izražanje. Raziskali smo, ali se pojavljajo razlike v izbiri meril med učitelji od prvega do petega razreda, med učitelji z različno dolgo delovno dobo in med učitelji razrednega pouka in likovnimi pedagogi. Sestavili smo anketni vprašalnik, ki vsebuje pet likovnih nalog. Pri vsaki zastavljeni likovni nalogi iz posameznega likovnega področja bodo anketiranci izbirali med danimi merili, upoštevajoč analize učnega načrta, likovnega razvoja otroka, likovnega izraza in analize priročnikov, učbeniških skladov in njihovih priporočenih priprav.Setting criteria for evaluating and assessing pupil\u27s artwork is a major problem for grade level teachers. Questions arise, such as: What should I appreciate in student’s artwork? How can I examine it? And How do I get the criteria for assessment? It would be difficult to give a more precise answer on this issue. There is no general rule for setting criteria for evaluation and assessment of pupil’s artwork. Evaluation and assessment can be poorly structured, poorly understood and uncoordinated. Without clearly defined intentions and aims, accurate measurement of pupil’s achievements may not be reliable. We choose the criteria based on the appropriate art task. We choose the criteria based on the general and specific goals of visual art syllabus and from the operational goals of each art task. We derive from the specificity of visual art education on grade level and from special contents of visual art education of each individual grade level, considering children’s artistic development. In the empirical part, we examined the assessment od state of setting criteria and which criterion are considered most suitable for grade level teachers for evaluation and assessment of artwork. We have explored whether teachers consider artistic development, curriculum and artistic expression when assessing pupils. We investigated whether there are differences in the choice of criteria between teachers from first to fifth grade, between teachers with different length of working and between grade teachers and art teachers. We made a survey questionnaire containing five art tasks. For each art task from each art field, the respondents chose among the given criteria, taking into account the analysis of curriculum, the artistic development of children, the visual expression and analysis of manuals, textbooks and their recommended lesson plans