| Summary: | 碩士 === 國立新竹教育大學 === 人資處美勞教學碩士班 === 98 === In this study, the development and current use of visual art education assessment in Taiwan are explored along a dual research axis. The study first analyzed existing visual art education tests and assessment materials in Taiwan. It then examined the assessment tool editor’s background, as well as characteristics, contents and capability indexes of visual art education assessment tools in different ages, and found out their relation to art trend and changes in curriculum standards.
Subsequently, a questionnaire survey was conducted on the study’s subjects, full-time technical subject teachers in elementary school art class and elementary school visual art teachers, to investigate the attitude of the former towards art aptitude tests and the view of the latter on the current use and demand of visual art education assessment tools.
The following are the results:
1. Analysis on the content of visual art education assessment tool
(1) The number of art education assessment tools has increased greatly over the years.
(2) Objective test and drawing test are the main models of assessment tool; art education in elementary school involves the biggest number of assessment tools.
(3) Among assessment capability index types, the majority of tools assess capability through paintings.
(4) The development of assessment tools is related on some level to the evolvement of visual art curriculum standards in elementary school.
2. Attitude of full-time technical subject teachers in elementary school art class towards art aptitude test
(1) “Tendency Agreement”art aptitude test can screen students with true potential in fine arts.
(2) The difference in attitudes of teachers with different backgrounds towards “art aptitude test” is not significant.
(3) An art aptitude test should give priority to reflecting one’s creativity.
3. View of elementary school visual art teachers on the current use and demand of visual art education assessment tools
(1) “Showing Capability through painting” is the assessment item that elementary school visual art teachers most frequently come up with by themselves.
(2) The lack of assessment tools based on “aesthetic attitude”.
(3) “Provide training and learning opportunities” is most essential for elementary school visual art teachers.
Keywords: visual art education; assessment tool; art aptitude test
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