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Instructional Resources

A Cautionary Tale for Those Involved in Large-Scale Arts AssessmentsFootnote1

Pages 44-50 | Published online: 18 Dec 2015

References

  • Armstrong, C. (1994). Designing assessment in art. Reston, VA: National Art Education Association.
  • Cizek, G. L. (1997). Learning, achievement, and assessment: Constructs at a crossroads. In G.D. Phye, (Ed.) Handbook of classroom assessment: Learning, achievement, and adjustment (pp. 1–32). San Diego: Academic Press.
  • Herman, J.L., & Aschbacher, P.R., & Winters, L. (1992). A practical guide to alternative assessment. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Beverly Hills: Sage.
  • National Forum on Assessment (1995). Principles and indicators for student assessment systems. Cambridge, MA: National Center for Fair & Open Testing.
  • Nickerson, R.S. (1989). New directions in educational assessment. Educational Researcher, 18(9), 3–7.
  • Rudner, L. M., & Boston, C. (1994). A look at performance assessment for art education. Reston, VA: National Art Education Association.
  • Zimmerman, E. (1992). Assessing students' progress and achievements in art. Art Education, 45(6), 34–38.
  • Zimmerman, E. (1997a). Authentic assessment of a painting class: Sitting down and talking with students. In G.D. Phye, (Ed.) Handbook of classroom assessment: Learning, achievement, and adjustment (pp. 448–458). San Diego, CA: Academic Press.
  • Zimmerman, E. (1997b). Authentic assessment in education. In S. LaPierre & E. Zimmerman, (Eds.) Research methods and methodologies in art education (pp. 149–169). Reston, VA: National Art Education Association.

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