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The Impact of Formal Assessment Procedures on Teaching and Learning in Art and Design in Secondary Schools
Author(s) -
Mason Rachel,
Steers John
Publication year - 2006
Publication title -
international journal of art and design education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.312
H-Index - 25
eISSN - 1476-8070
pISSN - 1476-8062
DOI - 10.1111/j.1476-8070.2006.00477.x
Subject(s) - curriculum , visual arts education , art and design , pedagogy , formal education , mathematics education , sociology , psychology , visual arts , the arts , art
Assessment is widely considered to be the most significant issue affecting art and design practice at secondary level. The article begins with an historical overview of developments in and critiques of assessment procedures in England, Wales and Northern Ireland since the inception of GCSE examination. This is followed by a report of an attempt to carry out a systematic review of research on the impact of assessment on the art and design curriculum in secondary schools. Author conclusions and findings from eight studies subjected to in‐depth analysis are discussed together with the implications of the review exercise for art education policy, practice and research.