From assessing students’ artistic intelligence, to standing firmly against assessments in art, education has changed its position on assessments multiple times during the last 100 years. Currently, assessments are used as a way to prove student growth and quantify progress. However, aesthetic education deals with creativity and personal judgment.
This creates a grey area filled with subtle nuances and so creating meaningful assessments becomes a difficult task. Rubrics are frequently used as tools to quantify student work, but they do little to provide specific and detailed feedback to the students, and they rarely address details unique in each work of art.
Research based on modern technologies, such as the multimodal learning principle, suggests that feedback is more meaningful if it is delivered through multiple pathways (audio, visual, written, etc.). Current video technology, allows for art educators to not only deliver feedback through multiple pathways, but it also gives them the ability to touch on the fine details that exist in works of art, something that rubrics have struggled to achieve. When video feedback is paired with quantifiable grading tools such as rubrics, they not only generate accurate assessments of student work, but they also deliver detailed and personal feedback to the student.
This personal delivery style can help to engage the art student and promote creativity and engagement It seems though, that the largest challenge may be convincing art educators to keep up with the technological momentum and accept the new technologies and eventually utilize them in their classrooms.
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