Example 53: Charlottesville, Virginia Public SchoolsArt Program:
EvaluationThe evaluation of art education requires an assessment of the lesson, the instruction,
and the performance of the student. The statement of philosophy and the goals
contained in this curriculum document serve as the measure of success. Was the
intended objective reached? Did the activity deserve the time allotted to it? Was
the activity appropriate for the age and ability of the student? In assessing the
effectiveness of the instruction, each activity is evaluated in terms of its relationship
to the statement of philosophy and to the related goals of art education. In
evaluating student performance, process takes precedence over product. Progress
is measured by considering the student’s level of development at the beginning of
an activity and assessing the degree of growth that is evidenced at the time of its
completion.Example 54: Charlottesville, Virginia Public SchoolsArt Program:
Evaluation Form
SAMPLE
Teacher School(s)
Unit of Study Dates
What objectives did you emphasize?
Were the social and cultural objectives met? Elaborate.
How did you include aesthetics/aethestic education in this unit of study?
How did you include art history in this unity of study?
How did you include art criticism in this unit of study?
How were the students involved in art production?
Were the “Statements for Students” helpful? Additions or revisions?
How did you utilize the unit vocabulary list? Additions?
UNIT BOXES
Were the reproductions appropriate? Suggestions for additions?
Can you add the names of slides, films, and/or books?
How did you utilize the objects (motivational materials) in the unit boxes?
What objects would you like added? What objects did you add? Did the students
share or add additional objects?
Additional Comments?