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Is Quantitative Data-Driven instruct...

Butler, Stephanie T.

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Is Quantitative Data-Driven instruction appropriate in visual arts education?

Record Type:	Electronic resources : Monograph/item
Title/Author:	Is Quantitative Data-Driven instruction appropriate in visual arts education?/
Author:	Butler, Stephanie T.
Description:	167 p.
Notes:	Source: Masters Abstracts International, Volume: 54-04.
Contained By:	Masters Abstracts International54-04(E).
Subject:	Art education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1587885
ISBN:	9781321723342

Is Quantitative Data-Driven instruction appropriate in visual arts education?
Butler, Stephanie T.

Is Quantitative Data-Driven instruction appropriate in visual arts education? - 167 p.

Source: Masters Abstracts International, Volume: 54-04.

Thesis (M.A.)--California State University, Long Beach, 2015.

The use of quantitative data-driven instruction and assessment in the visual arts curriculum could impact the outcome of student creativity if employed within the visual arts, a content area that uses primarily qualitative pedagogy and assessment. In this paper I examine the effect upon measured creativity resulting from the use of Quantitative Data-Driven Assessment compared to the use of Authentic Assessment in the Visual Arts curriculum.

ISBN: 9781321723342Subjects--Topical Terms:

547650
Art education.

Is Quantitative Data-Driven instruction appropriate in visual arts education?
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100 1 $a Butler, Stephanie T. $3 3178947
245 1 0 $a Is Quantitative Data-Driven instruction appropriate in visual arts education?
300 $a 167 p.
500 $a Source: Masters Abstracts International, Volume: 54-04.
500 $a Adviser: Carlos C. Silveira.
502 $a Thesis (M.A.)--California State University, Long Beach, 2015.
520 $a The use of quantitative data-driven instruction and assessment in the visual arts curriculum could impact the outcome of student creativity if employed within the visual arts, a content area that uses primarily qualitative pedagogy and assessment. In this paper I examine the effect upon measured creativity resulting from the use of Quantitative Data-Driven Assessment compared to the use of Authentic Assessment in the Visual Arts curriculum.
520 $a This initial experimental research exposed eighth grade Visual Arts students to Authentic Assessment in one group, and Quantitative Data-Driven Assessment in another. Two experiments were conducted from the results. In the first experiment, both groups of student post-test art works are compared for mean creativity scores as defined by an independent expert panel of Art Educators. The second experiment compares for gains in pre-test/post-test creativity as the teacher assessed. Gains in mean creativity scores are compared between groups. Difference in assessment motivations are discussed as possible influencing factors.
590 $a School code: 6080.
650 4 $a Art education. $3 547650
650 4 $a Educational tests & measurements. $3 3168483
690 $a 0273
690 $a 0288
710 2 $a California State University, Long Beach. $b Art, School of. $3 3178948
773 0 $t Masters Abstracts International $g 54-04(E).
790 $a 6080
791 $a M.A.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1587885