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Running head: LITERATURE REVIEW - DOMAIN B 1

Literature Review - Domain B

Amanda Boyer

National University
LITERATURE REVIEW - DOMAIN B 2

Abstract

This paper is a literature review of an article written by Karen Popovich titled,

“Designing and Implementing Exemplary Content, Curriculum, and Assessment in Art

Education.” The article discusses the importance of a comprehensive, well designed approach to

curriculum and assessment. Popovich argues that this approach is fundamental to effective

teaching and learning in art education. This article was chosen specifically for the California

Teacher Performance Expectations Domain B, which is about monitoring student learning during

instruction, and the interpretation and use of assessments.


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Literature Review

Framework

In California, an art teacher must follow a curriculum based on the California Common

Core Standards. The standards are used to guide the learning objectives for all students, but do

not dictate the way that art must be taught or which projects must be completed. The assessments

that take place in an arts classroom must determine evidence of learning but can be done in a

variety of ways.

Authentic Assessment

As students are learning about the art making process, “it is imperative that [they] have

time and opportunities to reflect on content and processes” (Popovich, 37). An assessment can

provide this opportunity through intentional open questions, artist statements, and critiques,

whether they are from a teacher, professional, or peers. The rubric that is used in my classroom

includes criteria that communicate expectations of brainstorming, rough drafts, decision making,

and reflecting on the process. I use a combination performance based and artist reflection to

determine the students’ level of understanding and application of the content. This type of

assessment provides a check in for comprehension and application so that I can see if all students

are progressing adequately, or if they need any re-teaching or review. This type of assessment

also provides an opportunity for self-reflection on the development of the assessment, as well as

the teaching methods and strategies.

Visual Documentation

Students take photos of their art process in each step so that they can document their

learning and reflect on the process throughout. The images are included with their rubric and self
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reflection because “visual documentation of student work as a result of the curriculum can

provide evidence of student achievement” (Popovich, 38). I share assessment results, which

include the visual documentation, with parents through our grading software, SchoolLoop. If

there is evidence in the assessment that indicates a need to provide detailed results to the student

and his/her family with areas for growth, I will contact the student and parents to set up a

meeting. This information also helps me with my next steps in the curriculum and lesson

planning. Lastly, visual documentation provides examples for students in the future of art

making processes.

Refining Assessments

Popovich includes a challenge for teachers to “develop local curriculum and assessment

measures that are evolving, responsive, and shaped by current research in the field” (Popovich,

38). Every teacher must review, reflect, and remain flexible in order to make adjustments as

needed to assessment design and implementation. I constantly use what I have learned from

assessment experiences as I plan instruction and assessment. I see how important process visual

documentation is for not only success in achieving learning goals at the end of a unit, but also in

analyzing the effectiveness of the teaching strategies and lesson plans being used. I also think

reminders of the learning goals, step-by-step process, and the purpose of assessments before they

take them are important for students to understand so that they will perform and know what is

expected of them at all times. I have found my assessments to be appropriate for progress

monitoring high school introductory visual art students because they integrate the state visual

arts standards and learning goals.


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References

Popovich, K. (2006). Designing and Implementing Exemplary Content, Curriculum, and

Assessment in Art Education. ​Art Education,​ ​59(​ 6), 33-39. Retrieved from

http://www.jstor.org.nuls.idm.oclc.org/stable/27696180