Assessment in the visual arts: Challenges and possibilities

Abstract

Assessment in art is notoriously difficult and is probably best approached with skepticism. Artistry is notoriously difficult to assess. Yet measures of student learning in art are needed for both advocacy and art education policy. Assessments, particularly large-scale assessments, influence funding and educational policy at all levels. This article explores some of the challenges of assessment in the visual arts and critically examines the Advanced Placement Studio Art Portfolio to illustrate how a product-oriented assessment might influence teaching and policy.     

Abstract Nature Forms

Abstract

This article is the introduction to the special issue about Evaluation, Educational Policy Reforms, and Their Implications for Arts Education. A summary of all the articles comprised in the special issue is reported, mainly featured, on the one hand, by a discussion about how the education policy reforms shape a particular approach to evaluation that ends up conforming education and arts education and, on the other hand, it shows some magnet examples of arts curriculum evaluation combining both standardized assessment with qualitative strategies pertinent to the nature of arts content and experiences. The article also discusses how it could be possible to move from the current scope of school arts education most of the authors depict to the development of another way of evaluation and curriculum development where the experiential process is taken into account. While these signals might be still scarce, for some other authors could be the opportunity to overcome at least partially the current demise of school arts curriculum.     

Drama as a valuable learning medium in early childhood

ABSTRACT

Theater arts encompass unique art forms comprising highly developed pedagogical applications apart from theater as performance. Specifically, the use of drama as a learning medium, referred to in the field as process drama, is most emphatically applicable to the education of young children. Young children actively gain skills in dialogue, collaboration, and creative problem solving, by collectively pretending, with teacher guidance, to be in an imaginative elsewhere—something most are well adept at from their own natural dramatic play. This article argues that ages 3–8 represent a critical time for children to benefit from process drama integrated into the curriculum and highlights the unique impact process drama can make when it is used to explore a particular problem, situation, or theme, referencing related national core arts. Documentation from well-established programs is presented, and recommendations for training drama teachers on how to work in early childhood and for early childhood teachers on how to integrate process drama into their curriculum are presented.     

Evaluation of two communication tools,slideshow and theater,to improve participants’ understanding of a clinical trial in the informed consent procedure on Pemba Island,Tanzania

BackgroundClinical trial participants are required to sign an informed consent form (ICF). However, information is lacking on the most effective methods to convey trial relevant information prior to inviting participants to sign the ICF, being particularly pertinent in low-income countries. A previous study on Pemba Island, Tanzania, found that a verbal information session (IS) was significantly better than providing an ICF alone. However, knowledge gaps remained. Building on these findings, we investigated the effect of adding a slideshow or a theater to the IS in the informed consent procedure of an anthelminthic clinical trial.Methodology/principal findingsA total of 604 caregivers were randomized into the control group that only received an ICF (n = 150) or an ICF plus one of three intervention strategies: (i) verbal IS (n = 135), (ii) verbal IS with a slideshow (n = 174) or (iii) verbal IS followed by a theater (n = 145). All modes of information covered the same key messages. Participants’ understanding was assessed using a semi-structured questionnaire. The mean score of caregivers in the control group (ICF only) was 4.41 (standard deviation = 1.47). Caregivers attending the IS alone were more knowledgeable than those in the control group (estimated difference in mean scores: 2.40, 95% confidence interval (CI) 1.95 to 2.86, p < 0.01). However, there was no evidence of an improvement compared to the IS only when participants attended a slideshow (0.09, 95% CI -0.53 to 0.35, p = 0.68) or a theater (0.28, 95% CI -0.27 to 0.82, p = 0.32). Three out of 10 key messages remained largely misunderstood, regardless of the mode of information group.Conclusions/significanceOur study confirmed that, in this setting, an ICF alone was not sufficient to convey clinical trial-related information. An IS was beneficial, however, additional theater and slideshows did not further improve understanding. Future research should explore methods to improve communication between study teams and participants for different key messages, study types and settings.     

Developing a Tool for Increasing the Awareness about Gendered and Intersectional Processes in the Clinical Assessment of Patients – A Study of Pain Rehabilitation

ObjectiveThere is a need for tools addressing gender inequality in the everyday clinical work in health care. The aim of our paper was to develop a tool for increasing the awareness of gendered and intersectional processes in clinical assessment of patients, based on a study of pain rehabilitation.MethodsIn the overarching project named “Equal care in rehabilitation” we used multiple methods (both quantitative and qualitative) in five sub studies. With a novel approach we used Grounded Theory in order to synthesize the results from our sub studies, in order to develop the gender equality tool. The gender equality tool described and developed in this article is thus based on results from sub studies about the processes of assessment and selection of patients in pain rehabilitation. Inspired by some questions in earlier tools, we posed open ended questions and inductively searched for findings and concepts relating to gendered and social selection processes in pain rehabilitation, in each of our sub studies. Through this process, the actual gender equality tool was developed as 15 questions about the process of assessing and selecting patients to pain rehabilitation. As a more comprehensive way of understanding the tool, we performed a final step of the GT analyses. Here we synthesized the results of the tool into a comprehensive model with two dimensions in relation to several possible discrimination axes.ResultsThe process of assessing and selecting patients was visualized as a funnel, a top down process governed by gendered attitudes, rules and structures. We found that the clinicians judged inner and outer characteristics and status of patients in a gendered and intersectional way in the process of clinical decision-making which thus can be regarded as (potentially) biased with regard to gender, socio-economic status, ethnicity and age.ImplicationsThe clinical implications of our tool are that the tool can be included in the systematic routine of clinical assessment of patients for both awareness raising and as a base for avoiding gender bias in clinical decision-making. The tool could also be used in team education for health professionals as an instrument for critical reflection on gender bias.ConclusionsThus, tools for clinical assessment can be developed from empirical studies in various clinical settings. However, such a micro-level approach must be understood from a broader societal perspective including gender relations on both the macro- and the meso-level.     

Componentes de la valoración geriátrica y adherencia terapéutica en el paciente anciano con infarto agudo de miocardio

Background and objectivePoor therapeutic adherence after acute myocardial infarction (AMI) can lead to early serious complications. Information on the impact of geriatric assessment on adherence is scarce. The objective of this study was to analyze, in older patients with AMI, the impact of geriatric assessment on therapeutic adherence 12 months after admission.Materials and methodsA previous study randomized patients aged >75 years who had presented an AMI to a nursing health education program versus conventional management, evaluating the impact of this intervention on therapeutic adherence after 12 months. In-hospital geriatric assessment was performed. For this substudy, the adherence predictors were analyzed using binary logistic regression. Those patients who obtained adherence in the 4 tools were considered adherent: the Morisky-Green, Haynes-Sackett test, attendance at visits and correct withdrawal of drugs from the pharmacy.ResultsA total of 119 patients with a mean age of 82.2 years were included. At one year, a total of 42 patients (35.3%) were adherent. The predictors of poor adherence in the final model were male sex, worse glomerular filtration rate, cognitive impairment, nutritional risk, not living alone and not belonging to the intervention group.ConclusionsThe data of this series show a low therapeutic adherence in the elderly after an AMI. Cognitive impairment or nutritional risk was significantly associated with poorer adherence, contrary to a nursing intervention, which highlights the importance of health education and supervision in high-risk patients.     

Gathering STE(A)M: Policy,curricular, and programmatic developments in arts-based science,technology, engineering,and mathematics education Introduction to the special issue of Arts Education Policy Review: STEAM Focus

ABSTRACT

Despite the rise of STEAM (science, technology, engineering, arts and mathematics) as an educational framework, there is a notable gap in the documentation of STEAM teaching practice and research. This article provides an overview of STEAM education connected to the topics in the invited articles authored by STEAM pioneers. It gives an operational definition of STEAM education, traces its development, and questions whether teaching and research in this area have coalesced sufficiently in order to establish STEAM as a “field.”     

医学模拟教学结合以问题为导向的教学模式在重症医学教学中的应用研究

目的:探讨医学模拟教学结合以问题为导向(PBL)的教学模式在重症医学教学中的应用价值。方法:选取2015年1月~2017年1月在我院重症医学科轮转实习的五年制医学生64人作为研究对象。按随机数字表法将64名医学生分为PBL组(n=32)和结合教学组(n=32)。PBL组采用PBL教学,结合教学组采用医学模拟结合PBL教学。分别在入科时和轮转实习结束时对两组学员进行理论考试和技能操作考核,记录成绩并比较。理论考试和技能操作考核后采取发放问卷进行调查的形式获得学员对教学效果的主观评价。结果:轮转实习结束时,两组理论考试分数差异无统计学意义(P0.05);而结合教学组技能操作考核成分数显著高于PBL组,差异具有统计学意义(P0.05)。两组学员在教学方法接受度高、学习兴趣提升、自学能力提升和临床诊疗水平提高所占比例差异无统计学意义(P0.05);结合教学组学员在团队协作能力提高、沟通能力与人文关怀提高和技能操作水平提高所占比例高于PBL组,差异有统计学意义(P0.05)。结论:与单独PBL教学相比较,医学模拟教学结合PBL的教学模式应用于重症医学教学对学员技能操作的掌握有更好的效果,同时能提高学员团队协作能力、沟通能力以及对患者的人文关怀,且受到学员的认同与喜爱,应在重症医学的教学实践中逐步完善并进一步推广应用。     

In search of traces: Linkages of dance and visual and performative expression in the Iranian world

In this essay, the author analyzes the way in which Iranian solo improvised dance, a form of expression considered the least of the arts, if an art form at all, by the majority of Iranians, shares formal esthetic and performative aspects with visual art forms through the use of geometry and other performative expressions, such as music and traditional theater, through the use of improvisation. To stress the commonality between the various forms of art, Shay selects calligraphy as the most honored and esteemed art to demonstrate the common features, thus destabilizing the traditional hierarchy of “high” and ‘low” artistic expression.     

Ecological Risk Assessment and Quantitative Consequence Analysis

Ecological risk actually refers to two separate things. First, risk to the environment as a result of human activity. Contaminated sites are an example. Second, risk to the biota—flora, fauna, and people—as a result of environmental hazards. Geophysical risk arising from natural hazards is an example. Risk is a combination of likelihoods and consequences. This article examines methods used to quantify the consequences. At the general level, such methods are linked to the methods used to quantify the likelihoods and thus to quantify the risks. It is possible to use the existing frameworks of risk management, health risk assessment, and ecological risk analysis to develop a risk management framework that is suitable for ecological risk assessment. The framework consists of the following steps:

1. Determine concernsby using risk assessment techniques for various scenarios.

2. Identify the consequences by systematically identifying hazards.

3. Undertake calculations by using relevant models.

4. Evaluate certainties, uncertainties, and probabilities involved in the calculations of the vulnerability and of the exposure.

5. Compare with criteriato assess the need for further action.

6. Determine and act on options to control, mitigate, and adapt to the risk.

7. Communicatethe results to those who need to know.

     

上海市患儿家长健康教育需求及现状调查

??????? 目的 了解上海市患儿家长对健康教育知识和方式的需求情况,提出做好患儿家长健康教育的方法和途径。方法 在文献检索和专家咨询的基础上,采用自行设计的调查问卷对200名门诊患儿家长和300名住院患儿家长进行调查,并对调查结果进行统计分析。结果 患儿家长对健康教育知识的需求广泛,教育方式的需求多样,对目前开展的健康教育,住院患儿家长的满意度要好于门诊患儿家长,但仍存在一定的不足。 结论 通过满足患儿家长对健康知识的需求、丰富健康教育的形式、加强医护人员人文教育等途径来做好患儿家长的健康教育。     

Life cycle assessment of electricity generation: a review of the characteristics of existing literature

Purpose

The environmental impacts of electricity generation are a critical issue towards sustainability and thus an important research topic in several countries. The life cycle assessment methodology has been widely employed to assess electricity generation. However, there are still gaps in research to be explored within this theme. Therefore, this paper aims to conduct a systematic theoretical analysis of the state of the art of the scientific research on LCA of electricity generation systems in the world.

Methods

A critical review of 47 studies was conducted. The study is comprehensive in the analysis of the main aspects of the identified high impact studies as follows: authors, countries, universities, keywords, journals, number of citations, life cycle impact assessment methods, impact categories, software tools, and databases. The Methodi Ordinatio was applied to rank the studies in terms of impact factor and number of citations, pointing out high impact research.

Results and discussion

Wind and solar powers have two of the smallest impact indices in their generation in terms of global warming, compared to other sources. The ecoinvent database was the most used among the studies analyzed, providing data for potential environmental impacts. The most frequently used impact category in the assessments was climate change. The studies are not equally distributed but most of them are concentrated in European countries. In some countries, clean sources seem promising due to their capacity to generate electricity in places with high wind incidence and high capacity for sunlight capture.

Conclusions

The conclusions of this article summarize the characteristics of existing literature and provide suggestions for future work. The results of the study can also be used to promote development actions and foment changes in energy matrices in a global context. The main studies in this area point that in the future, the main sources for electricity generation will be renewable ones, since life cycle assessment of electricity generation systems has been seeking to generate knowledge to support informed decision-making.

     

Introducing an inquiry-based experiment-integrated science game for elementary students: the shadow races game

Abstract

This article introduces a science game which can be used for innovative teaching and as an assessment tool. The Shadow Races Game is designed for first and second grade students to learn the phenomenon of shadow through inquiry-based activities and questions that require the children to apply inferences from those activities. In this amusing board game, students will discover the relationship between light, objects and shadows using familiar objects.     

Active viewing: An Ethnography of the Indian film audience

Audiences of popular Hindi cinema¹ present a strategic site for study of the active audience as they adopt a viewing style that is participatory and interactive. In cinema theaters viewers applaud and whistle loudly, sing along with the soundtrack, shout out comments and throw coins at the screen. Viewers transform the meaning of the film and shape the collective experience of viewing. Plural audiences encounter varying interpretations of the film arising from a diversity of world views and from life‐worlds different from their own. Rather than homogenising viewers, mass produced Hindi films appear to differentiate them. The intersubjectivity of the viewing experience becomes an achievement, rather than a taken‐for‐granted. The film is seen to become a resource both for the formation of community and for the generation of conflict and the theater, a public forum and arena for situated culture wars.     

Learning-by-doing: experience from 20 years of teaching LCA to future engineers

Purpose

In support of the sustainable development of our societies, future engineers should have elementary knowledge in sustainability assessment and use of life cycle assessment. Publications on pedagogical experience with teaching life cycle assessment (LCA) in high-level education are however scarce. Here, we describe and discuss 20 years of experience in teaching LCA at MSc level in an engineering university with the ambition to share our insights and inspire teaching of LCA as part of a university curriculum.

Methods

We detail the design of an LCA course taught at the Technical University of Denmark since 1997. The course structure relies on (i) a structured combination of theoretical teaching, practical assignments and hands-on practice on LCA case studies, and (ii) the conduct of real-life LCA case studies in collaboration with companies or other organisations. Through the semester-long duration of the course, students from different engineering backgrounds perform full-fledged LCA studies in groups, passing through two iterations—a screening LCA supporting a more targeted LCA.

Results and discussion

The course design, which relies on a learning-by-doing principle, is transparently described to inspire LCA teachers among the readers. Historical evolution and statistics about the course, including its 192 case studies run in collaboration with 105 companies and institutions, are analysed and serve as basis to discuss the benefits and challenges of its different components, such as the theory acquisition, the assignment work, the LCA software learning, the conduct of case studies, the merits of industrial collaborations and grading approaches.

Conclusions

We demonstrate the win-win situation created by the setting of the course, in which the students are actively engaged and learn efficiently how to perform an LCA while the collaborating companies often get useful insights into their analysed case studies. The course can also be an eye opener for companies unfamiliar with LCA, who get introduced to life cycle thinking and the potential benefits of LCA. We have no hesitation in recommending industries and LCA teachers to engage into such collaborations even in the fundamental teaching of LCA techniques.

     

A method for human health impact assessment in social LCA: lessons from three case studies

Purpose

Improving human health is a long-lasting endeavour of mankind. In the field of social life cycle assessment (SLCA), the importance of human health is often highlighted, and further development of impact assessment methods has been recommended. The purpose of this article is to present a method for assessing human health impacts within SLCA.

Methods

By using a systematic combining approach, knowledge and experience about assessing human health impacts were obtained from three previously conducted case studies. The first case study was about an airbag system, the second about a catalytic converter and the third about gold jewellery. The disability-adjusted life years (DALY) indicator was used for impact assessment in all three case studies.

Results and discussion

Both positive and negative human health impacts associated with the products were identified and assessed in the three case studies. For the airbag system, avoided health impacts in the use phase outweighed health impacts during production. For the catalytic converter, whether health impacts avoided exceeded health impacts caused or not depended on which time perspective regarding impacts was employed. Gold jewellery does not help avoiding any health impacts but caused considerable health impacts when produced at a certain location. Based on experience from these case studies, a generic human health impact assessment method was developed, and a life cycle human health typology for products was developed based on the method. The method provides a basis for analysis and interpretation of health impacts along product life cycles, and it is therefore important to report both positive and negative health impacts separately for different actors.

Conclusions

The developed human health impact assessment method involves the assessment and comparison of both positive and negative human health impacts along product life cycles. In addition to the products assessed in the three case studies, we suggest additional products that could be particularly interesting to assess with the developed method, including medicines, seat belts, other conflict minerals, alcoholic beverages and products with a high chemical impact.

     

Limits of teacher delivered sex education: interim behavioural outcomes from randomised trial

ObjectiveTo determine whether a theoretically based sex education programme for adolescents (SHARE) delivered by teachers reduced unsafe sexual intercourse compared with current practice.DesignCluster randomised trial with follow up two years after baseline (six months after intervention). A process evaluation investigated the delivery of sex education and broader features of each school.SettingTwenty five secondary schools in east Scotland.Participants8430 pupils aged 13-15 years; 7616 completed the baseline questionnaire and 5854 completed the two year follow up questionnaire.InterventionSHARE programme (intervention group) versus existing sex education (control programme).ResultsWhen the intervention group was compared with the conventional sex education group in an intention to treat analysis there were no differences in sexual activity or sexual risk taking by the age of 16 years. However, those in the intervention group reported less regret of first sexual intercourse with most recent partner (young men 9.9% difference, 95% confidence interval −18.7 to −1.0; young women 7.7% difference, −16.6 to 1.2). Pupils evaluated the intervention programme more positively, and their knowledge of sexual health improved. Lack of behavioural effect could not be linked to differential quality of delivery of intervention.ConclusionsCompared with conventional sex education this specially designed intervention did not reduce sexual risk taking in adolescents.

What is already known on this topic

Despite the widespread assumption that sex education delivered by teachers can reduce sexual risk taking in young people, there have been few randomised trials large enough to show this and none in the United KingdomSeveral quasi-experimental studies have concluded that sex education is effective, but most randomised trials suggest it is not

What this study adds

Improvements in teacher delivered whole class sex education have some beneficial effect on the quality of young people''s sexual relationships but do not influence sexual behaviour     

Datos normativos del test Barcelona revisado-abreviado para personas mayores cognitivamente activas

IntroductionNeuropsychological assessment is mandatory in order to identify cognitive changes that occur during either normal or pathological aging. However, normative data adapted to the characteristics of the population are needed in order to reduce the probability of false diagnoses of cognitive impairment. The aim of the present work was to compute normative data for cognitively active elderly people attending a University course for the elderly.Materials and methodsAn analysis was performed on the data from 87 participants (70.9% women) with a mean age of 66.73 years who undertook the abbreviated- revised Barcelona test (test de Barcelona revisado-abreviado). Normative data were calculated using linear regressions controlling for age, gender, and years of education. Adjusted normative data were compared with normative data available from the test manual and obtained from the general population.ResultsYears of education and gender showed the highest weights in the regression model. Normative data for cognitively active older adults showed a different number of low scores compared to normative data from the general population. The number of low scores were related to years of education and general cognitive functioning.ConclusionsNormative data obtained from cognitively active older people could help identify more accurately the cognitive functioning of cognitively active older people than do normative data obtained from the general population.     

Difficulties with anonymous shortlisting of medical school applications and its effects on candidates with non-European names: prospective cohort study

ObjectiveTo assess the feasibility of anonymous shortlisting of applications for medical school and its effect on those with non-European names.DesignProspective cohort study.SettingLeeds school of medicine, United Kingdom.Subjects2047 applications for 1998 entry from the United Kingdom and the European Union.InterventionDeletion of all references to name and nationality from the application form.ResultsDeleting names was cumbersome as some were repeated up to 15 times. Anonymising application forms was ineffective as one admissions tutor was able to identify nearly 50% of candidates classed as being from an ethnic minority group. Although scores were lower for applicants with non-European names, anonymity did not improve scores. Applicants with non-European names who were identified as such by tutors were significantly less likely to drop marks in one particular non-academic area (the career insight component) than their European counterparts.ConclusionsThere was no evidence of benefit to candidates with non-European names of attempting to blind assessment. Anonymising application forms cannot be recommended.

Key messages

• It is cumbersome to anonymise the current Universities and Colleges Admissions Service form as a candidate''s name may appear up to 15 times
• Anonymised application forms may still be identified as being from candidates from ethnic minority groups
• More thorough anonymising of application forms, such as deletion of cultural activities, would edit out some personal attributes and may disadvantage these candidates
• Anonymous assessment of applications cannot be recommended

     

Purposefully poetic

ABSTRACT

Arts education has no firm place in Hawaii's public school system. Even the Board of Education plan and the State Department of Education's plans differ in how they refer to and make recommendations about the place or purpose of arts education. This article reviews examples of competing policy to suggest how arts-integrated style teaching could both bridge the gap and extend strategic goals. The article provides examples of how drama-integrated style teaching has positive social and academic benefits for English language learners that specifically build their self-efficacy, helping such students to become better learners. Using these examples, the article suggests potential strategic plan revisions.