Relevant bibliographies by topics / Arts learning evaluation

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Arts learning evaluation'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Arts learning evaluation"

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Edelenbos, Jurian, and Arwin van Buuren. "The Learning Evaluation." Evaluation Review 29, no. 6 (2005): 591–612. http://dx.doi.org/10.1177/0193841x05276126.

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Nevin, Mary Lou. "A Language Arts Approach to Mathematics." Arithmetic Teacher 40, no. 3 (1992): 142–46. http://dx.doi.org/10.5951/at.40.3.0142.

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Mathematics involves more than just com- putational skills. Mathematics includes reasoning, thinking, communicating, and solvingproblems. It involves skills that children have experienced during their preschool years. Preschool children are actively involved in their own learning and through informal learning activitie have experienced some of the processe expresed as verb and listed in the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) a important for student to be able to communicate mathematically—explore, represent. solve, construct, discuss, use, investigate, describe, develop and predict.
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Park, Ji Yong. "Design Education Online: Learning Delivery and Evaluation." International Journal of Art & Design Education 30, no. 2 (2011): 176–87. http://dx.doi.org/10.1111/j.1476-8070.2011.01689.x.

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Hansen, Dee, and Leslie A. Imse. "Student-Centered Classrooms." Music Educators Journal 103, no. 2 (2016): 20–26. http://dx.doi.org/10.1177/0027432116671785.

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Music teacher evaluations traditionally examine how teachers develop student music-learning objectives, assess cognitive and performance skills, and direct classroom learning experiences and behavior. A convergence of past and current educational ideas and directives is changing how teachers are evaluated on their use of student-centered instructional approaches in the music classroom. These are classrooms facilitated rather than directed by the teacher in which students regularly communicate, collaborate, self-reflect, problem solve, and peer-evaluate about their learning. The authors trace the influence of three important initiatives that, among others, contributed to the implementation of student-centered learning in music classrooms: Arts PROPEL, Comprehensive Musicianship, and 21st Century Skills. The article also explores relationships between these entities, the National Music Standards, and teacher evaluation and provides an innovative model of teacher evaluation.
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Dong, Hui Fang. "Building the AHP-Based Teaching Ability System for Martial Arts Teachers in Institutions of Higher Learning." Advanced Materials Research 187 (February 2011): 29–32. http://dx.doi.org/10.4028/www.scientific.net/amr.187.29.

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This study builds with AHP (Analytic Hierarchy Process) the teaching ability system for martial arts teachers in institutions of higher learning, which falls into four layers: destination layer, criteria layer, feature layer and index layer. The destination layer refers to the teaching abilities of martial arts teachers; the criteria layer consists of two criterions, which are professional practice ability and teaching ability; the feature layer is made up of seven features, including martial arts skills, martial arts organization and judgment, martial arts culture, martial arts graph recognition and routine design, basic quality, basic skill and teaching organization; and the index layer consists of 19 indexes, which are self-defense skills, routine exercise skills, offensive and defensive skills, martial arts organization, martial arts judgment, schools of martial arts, martial arts culture, martial arts graph recognition, martial arts routine design, professional ethics, teamwork, humanistic quality, language expression, student management, teaching research, course design, teaching practice, teaching evaluation and teaching guide. The results show that the top five impact factors for the teaching ability of martial arts teachers in institutions of higher learning are course design, routine exercise skills, teaching practice, teaching research and martial arts routine design.
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Osman, Magda, Bella Eacott, and Suzy Willson. "Arts-based interventions in healthcare education." Medical Humanities 44, no. 1 (2017): 28–33. http://dx.doi.org/10.1136/medhum-2017-011233.

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Healthcare education institutions are increasingly including arts-based interventions in their programmes. We analysed 62 studies of arts-based interventions to understand how these interventions may be beneficial, and why providing evidence continues to be a challenge for the field.Our analysis highlighted two issues. We found that 79% of the included studies reported that their interventions were successful, but without always defining this success or how it was measured. This lack of clarity was apparent in descriptions of both what arts-based interventions aimed to do, and in descriptions of how they might do this. We also found that only 34% of studies involved a collaboration with artists or arts educators, raising questions over who had the necessary experience and specialism in the arts to design and deliver such interventions.Our analysis revealed that arts-based interventions are failing to acknowledge, and subsequently capture through assessment, the process of learning in the moment. This is particularly important because arts-based pedagogies typically use embodied, practical, physical methods, in which what is being learnt cannot be separated from the process of learning. Involving artists and arts educators throughout the process of designing and delivering these interventions may help to bring clarity over what arts-based interventions are aiming to do and how they may do this, and ensure that appropriate evaluation methods are used. We suggest that close observation with feedback, and the use of reflective portfolios are two ways of assessing the process of learning in arts-based interventions.
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Li, Shisen, Shenglu Huo, and Wei Ke. "Intelligent Decision-Making System for Martial Arts Competition Using Deep Learning." Mobile Information Systems 2021 (May 20, 2021): 1–8. http://dx.doi.org/10.1155/2021/9920751.

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In the field of martial arts, athletes can win the initiative in the competition if they can correctly and timely acquire the field knowledge, evaluate the situation efficiently, and formulate a suitable strategy. In this paper, we use fuzzy mathematics, mathematical statistics, and artificial intelligence learning algorithms to carry out systematic and in-depth research on the selection of Wushu competition scene decision-making. The fuzzy mathematics theory is combined with the intelligent design theory for decision-making based on a multiagent, case-based reasoning selection, and adaptability evaluation analysis. The Wushu competition scene decision system is constructed based on artificial intelligence learning algorithms. Our approach outperforms the existing approaches in terms of accuracy, sensitivity, specificity, and Matthew’s correlation coefficient (MCC). The results of our proposed model can be anticipated to have the potential for better flexibility and scalability in martial arts competition.
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Hodgson, Murray, and Jorge Garcia Moreno. "Acoustical evaluation of nonclassroom university learning spaces." Journal of the Acoustical Society of America 123, no. 5 (2008): 3918. http://dx.doi.org/10.1121/1.2935939.

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Ross, John A., Carol Rolheiser, and Anne Hogaboam‐Gray. "Student Evaluation in Co‐operative Learning: teacher cognitions." Teachers and Teaching 4, no. 2 (1998): 299–316. http://dx.doi.org/10.1080/1354060980040207.

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B Al-Juda, Mefleh Qublan. "Distance Learning Students’ Evaluation of E-Learning System in University of Tabuk, Saudi Arabia." Journal of Education and Learning 6, no. 4 (2017): 324. http://dx.doi.org/10.5539/jel.v6n4p324.

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This study evaluates the experiences and perceptions of students regarding e-learning systems and their preparedness for e-learning. It also investigates the overall perceptions of students regarding e-learning and the factors influencing students’ attitudes towards e-learning. The study uses convenience sampling in which students of the Education & Arts and Business Administration colleges were e-mailed the survey. Of the distributed questionnaires, 500 completed were received and analysed. The findings revealed that the majority of the sampled participants used and benefited from the e-learning system. The results also indicated that students underwent an adequate training program provided by the University on the use of e-learning. Furthermore, the results disclosed that participants reasonably received technical support when they used electronic cards on e-learning web portals. In addition, regression analysis found that only recorded lectures help to compensate for the virtual class, manuals, instructions and guidelines published at web portals, and the easiness of e-learning system provided by the University were statistically significant with the positive attitude towards the e-learning system. The findings provided a preliminary framework for future studies on e-learning systems across Saudi universities. The findings also suggest administrators, researchers, decision makers, and policy makers should properly plan, design, implement, and promote e-learning with a clear vision in Saudi Arabia.
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Dissertations / Theses on the topic "Arts learning evaluation"

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Wright, Claire Louisa. "Arts evaluation and the transformative power of the arts : a visual ethnography of transformative learning in a collaborative community (arts) film." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9831.

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Arts organisations in receipt of public funding should seek to understand the impact of their work, for a variety of reasons. Contemporary outcome-based arts evaluation practice dichotomises impact as intrinsic or instrumental with the latter perspective defining what counts. However, a widely held belief in the transformative power of the arts is apparent in both arts policy and practice. It therefore follows that if evaluation is fundamentally about discerning value then arts evaluation should recognise transformation as core. I contend that visually-based research methods offer alternative ways of seeing and knowing from the methods that dominate arts evaluation practice. As a result, I consider how these methods might help to identify what is transformative within the context of a community arts project. To explore how evaluation can better reflect the transformative power of the arts, I ask three research questions. Firstly, can participants’ experience be theorised and understood as transformative arts-based learning? Secondly, to what extent can participants’ experience of a community arts project be understood through visually-based research methods? Thirdly, what are the implications for existing practices of arts evaluation? I explore these questions in relation to a single participatory arts project. The Happy Lands, funded (primarily) by Creative Scotland, brought together communities across Fife with a professional film crew to create a feature length film based on local stories of mining culture. Employing visual ethnography my research methods included image-elicited interviews with 19 participants over a 20 month period, participant observation during the making of the film, and documentary research. The theoretical contribution I make extends Morgan’s (2010) conception of the transformative potential of travel to the transformative power of the arts, which I define in terms of inspiration, interconnection and insight. I propose a conceptual framework that views the experience of ‘sameness’ (interconnection) and ‘Otherness’ (inspiration) as conducive to the possibility of voice (insight). The interaction of self, other and artwork in the context of the participatory (community) arts project leads to the creation of shared identity (identities) and a sense of belonging manifest in the symbolic status of objects and behaviour (‘spirit of place’) associated with the arts project. Visual research methods, combining subjective meaning-making and objective (representational) qualities, offer opportunities to understand and (re)present participants’ experience. I advance a methodological contribution that suggests image elicitation offers an epistemologically appropriate approach to understanding participant experiences of an inherently visual project. The identification of sense of place and spirit of place can be viewed as indicative of a transformative environment. I contend that the creation of an outcome acknowledging the transformative environment of the arts project would respond to the needs of government but also the beliefs of arts educators effectively redressing the balance of instrumental versus intrinsic worth. Moreover, the subjective and objective possibilities afforded by visually-based research methods would enable the latter to speak creatively, in language(s) reflecting their values. As a result my findings are offered as one possible version of a humanities-inspired approach to arts evaluation (Belfiore and Bennett, 2010b).
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Arndt, Angela E. "Touching Mercury in Community Media: Identifying Multiple Literacy Learning Through Digital Arts Production." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1306518357.

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Wohlgamuth, Taylor Lynn. "The Social Emotional Learning Language Arts (SELLA) Curriculum: a Qualitative Evaluation of Implementation." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1596533920489084.

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Edwards, Robert Lawrence. "A Program Evaluation of Performing Arts Instruction Used to Improve Soft Skills." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5853.

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Evidence derived from the 2012 and 2015 College Senior Surveys (CSS) noted showed that college seniors, at a historically Black university, graduated with little to average soft skills. Soft skills, such as personal characteristics and relations with others, are needed for students to succeed in postgraduate careers. The purpose of this study was to assess the level to which performing arts instruction (PAI) courses developed college-level students' soft skills. Kolb's experiential learning theory, which defines the learning process as knowledge and skills developed through experiences, and Stufflebeam's evaluation model, which uses context, input, process, and product, were used to guide this study. A case study design was used to discern students' perceptions of PAI to help develop their soft skills and meet employers' expectations. Maximum variation sampling was used to select 15 participants who met the criteria of being a senior performing arts student at the target site. All 15 participants were interviewed. In addition, the collected data were coded, organized into themes, and then I triangulated the participants' responses with the CSS summary report. Findings indicated that while PAI helped students meet employers' hiring expectations in areas of soft skills, it was also revealed that there is a need for soft skills development to be embedded in other programs of study at the target site. Both a 3-day student and a 1-day faculty professional development) session were developed to instruct both groups on the use of soft skills. Implications for positive social change are that a campus-wide model to improve students' soft skills across all academic disciplines may result in improved employment opportunities, thus contributing to the global economy.
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Mbeshu, Nonceba Cynthia. "An evaluation into the implemation of the arts and culture learning area in Bizana schools of the Eastern Cape Province." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1189.

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“Arts in education are arts that play a radical different role in the open classroom than traditional school. Arts are the real business of reading, writing, math or science” Siberman cited in Mark, (1995:160). This view by Siberman sharply contrasts with my observations in my school. During CASS moderation sessions, teachers bring learner portfolios with no learning activities, others prefer to teach learning areas they are qualified for rather than teaching Arts and Culture because they have no background knowledge in Arts and Culture. The question I wrestled with was: what could be the challenges faced by the Arts and Culture teachers given the fact that training has been conducted since the inclusion of the learning area in the curriculum from 1999 to date? In an implementation evaluation study that I conducted among four schools in the Bizana Area of the Eastern Cape Province, I found out through participant observation, questionnaires and interviews from four sampled senior phase teachers, that some of the participants have stopped teaching Arts and Culture in their schools because ‘they do not know what to teach’. Through the use of a thematic content analysis approach, I found out that many teachers complain about their lack of background knowledge of the art forms and that there is limited time provided in the timetable to teach this learning area. Seemingly, there are still challenges in the implementation of the learning area in this district. The results indicate a serious need for formal training of the Arts and Culture teachers with proper qualifications in more than one art form.
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Mowrer, Cathy S. "Self-assessment and gender considerations in utilizing the CAFÉ (complexity, accuracy, fluency, evaluation) to assess student word writing abilities /." View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220614.

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Cordier, Deborah. "Speech Recognition Software for Language Learning: Toward an Evaluation of Validity and Student Perceptions." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003172.

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Bengtsson, Andreas. "Input and Learning Materials : An evaluation of dialogues in textbooks for Learners of Japanese." Thesis, Stockholms universitet, Avdelningen för japanska, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-82797.

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Justino, Ana Inez Mottim. "CONCEPÇÕES E PRÁTICAS DE AVALIAÇÃO DA APRENDIZAGEM DE PROFESSORES DE ARTES VISUAIS." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2013. http://tede2.uepg.br/jspui/handle/prefix/1357.

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Made available in DSpace on 2017-07-21T20:32:03Z (GMT). No. of bitstreams: 1 JUSTINO, Ana Inez Mottim.pdf: 1472810 bytes, checksum: 0d872adfb239a8bfafa727122e7967c6 (MD5) Previous issue date: 2013-10-28<br>This study presents an analysis of learning evaluation conceptions of teachers of Arts who graduated at the Visual Arts teaching course at the Universidade Estadual de Ponta Grossa – UEPG. The objective of this research was to analyze the learning evaluation conceptions which permeate the teaching practices of Arts teachers who work with the 8th and 9th years of elementary school, in public schools in the city of Ponta Grossa-PR. Specific objectives were: a) to identify the Arts teachers’ conceptions of learning evaluation; b) to verify whether objectives, criteria and evaluation tools used by the teachers in the evaluation practices are in agreement with their evaluation conceptions. The study was carried out based on a qualitative approach, study case, and the methodological procedures employed for data collection were: questionnaire, observation and interview. Data collected through questionnaires was organized and analyzed under the light of the Discourse of the Collective Subject – DCS, developed by Lefèvre and Lefèvre (2005), and generated DCS about conceptions and evaluation practices of the teachers who took part in the study. Classroom observations and interviews with the Arts teachers were transcribed and categorized according to the concepts of the theoretical background adopted. The historical and philosophical bases of Arts and educational evaluation were approached through the following authors: Osborne (1968), Langer (1971), Aranha and Martins (2005, 2009), Dias Sobrinho (2004) and Rodrigues (1995); on the concepts of field and habitus, Bourdieu (1998, 2007) were surveyed, as well as authors who discuss education and learning evaluation such as Saviani (1991, 2002, 2008), Mizukami (1986), Luckesi (2005, 2011), Libâneo (2005), Barbosa (1998 a 2011), Fusari and Ferraz (1999, 2001) and Hernández (2000), amongst others. Results of the study indicated that: a) Visual arts teachers are aware that Arts learning evaluation which is carried out in formative way is more suitable; b) the conception of learning evaluation present in teachers’ pedagogical practices in the schools under study revealed the existence of two evaluation postures. The first one showed that the learning evaluation is understood as a control, comparison and measurement mechanism, that is, it is a traditional, rationalist conception. The Arts teacher uses the learning evaluation as a discipline and power mechanism and the focus of evaluation is on disciplining students’ behavior rather than taking notice of the knowledge built by the student. The second posture showed that the learning evaluation is based on the formative perspective and the Arts teachers use the evaluation integrated to teaching and learning activities; c) it was also seen in the observations that the objectives, tools and evaluation criteria, when defined, are in agreement with the teacher and school evaluation conceptions; and, finally, it was observed that Arts in elementary school is still considered an accessory subject in the school curriculum rather than an area of knowledge, by most people in schools.<br>Este trabalho apresenta uma análise das concepções de avaliação da aprendizagem em Arte de docentes egressos do Curso de Licenciatura em Artes Visuais da Universidade Estadual de Ponta Grossa – UEPG. O objetivo da pesquisa foi analisar as concepções de avaliação da aprendizagem que permeiam as práticas pedagógicas de professores da disciplina de Arte, atuantes no 8º e 9º ano do Ensino Fundamental, em escolas públicas do município de Ponta Grossa/PR. Os objetivos específicos foram: a) identificar as concepções de avaliação da aprendizagem dos professores de Arte; b) verificar se os objetivos, critérios e instrumentos de avaliação utilizados pelos professores nas práticas avaliativas estão em consonância com suas concepções de avaliação. A pesquisa foi realizada numa abordagem qualitativa, do tipo estudo de caso, e os procedimentos metodológicos utilizados na coleta de dados foram; o questionário, a observação e a entrevista. Os dados coletados por meio de questionários foram organizados e analisados a luz do Discurso do Sujeito Coletivo – DSC, desenvolvido por Lefèvre e Lefèvre (2005), e geraram os DSC sobre as concepções e práticas de avaliação dos professores pesquisados. As observações das aulas de Arte e as entrevistas com os professores de Arte foram transcritas e categorizadas conforme os conceitos do referencial teórico adotado. Utilizou-se como fundamentação teórica sobre os pressupostos históricos e filosóficos da arte e da avaliação educacional os autores: Osborne (1968), Langer (1971), Aranha e Martins (2005, 2009), Dias Sobrinho (2004) e Rodrigues (1995); sobre os conceitos de campo e habitus Bourdieu (1998, 2007) bem como de autores que discutem as concepções de educação e avaliação da aprendizagem como Saviani (1991, 2002, 2008), Mizukami (1986), Luckesi (2005, 2011), Libâneo (2005), Barbosa (1998 a 2011), Fusari e Ferraz (1999, 2001) e Hernández (2000), entre outros. Os resultados da pesquisa indicam que: a) os professores de Artes Visuais tem conhecimento e clareza de que a avaliação da aprendizagem na disciplina de Arte realizada numa perspectiva formativa é a mais adequada; b) a concepção de avaliação de aprendizagem presente nas práticas pedagógicas dos professores das escolas pesquisadas revelou a existência de duas posturas avaliativas. A primeira postura observada revelou que a avaliação da aprendizagem é entendida como mecanismo de controle, de comparação e referida à medida, ou seja, é uma concepção de avaliação tradicional, racionalista. O professor de Arte utiliza a avaliação de aprendizagem como mecanismo disciplinador e de poder, ou seja, o foco da avaliação não é o conhecimento construído pelo aluno, mas muito mais o disciplinamento de seu comportamento. Na segunda postura, a avaliação da aprendizagem assenta-se na perspectiva formativa e o professor de Arte a realiza considerando a avaliação, de fato, integrada às atividades de ensino e aprendizagem; c) verificou-se nas observações, que os objetivos, instrumentos e critérios avaliativos, quando definidos, estão em consonância com a concepção de avaliação do professor e da escola; e, por fim, constatou-se que a disciplina de Arte no Ensino Fundamental ainda é considerada coadjuvante no currículo escolar pela maioria dos sujeitos das escolas, e não como um campo de conhecimento.
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Pardini, Marisa Ribeiro da Silva. "O ensino de artes na educação básica em tempos de avaliação educacional: um estudo de caso em uma escola pública estadual paulista." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-12112013-162023/.

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A presença do ensino de Artes nos currículos escolares no Brasil apresenta historicamente, muitas fragilidades e vem passando por mudanças. A partir dos anos 90 as avaliações educacionais vêm ocupando lugar central nas reformas de ensino, com grande impacto na organização do trabalho pedagógico desenvolvido nas escolas brasileiras. Nesse contexto, visando identificar e compreender essas transformações foram definidos como objetivos desta pesquisa: investigar as práticas avaliativas de professores de Artes; analisar os referentes do processo de avaliação na área de Artes; conhecer e analisar as teorias implícitas que fundamentam a ação docente; investigar crenças e valores que fundamentam as práticas avaliativas; identificar as dificuldades encontradas pelos professores e como estas são enfrentadas. A metodologia adotada foi o estudo de caso etnográfico. A pesquisa foi realizada em uma escola de ensino fundamental no interior do Estado de São Paulo. Os participantes da pesquisa foram duas professoras efetivas de Artes, coordenação pedagógica, direção e funcionários. Os procedimentos de coleta de dados foram: observação participante, a análise documental e a entrevista semi-estruturada. A análise dos dados permitiu concluir que o ensino de Artes apresenta-se como uma prática hibrida, onde os professores priorizam ora a técnica, a expressão e o conhecimento. Está se descaracterizando como campo de conhecimento para subsidiar e impulsionar o desempenho em outras disciplinas mais valorizadas visando a obtenção de maior rendimento escolar nos processos de avaliação externa.<br>The presence of arts education in school curriculum in Brazil has historically many weaknesses and has changed over time. From the 90 educational evaluations have occupied central place in education reforms, with great impact on the organization of the pedagogical work developed in Brazilian schools. In this context, to identify and understand these changes were defined as goals of this research: to investigate the assessment practices of teachers of Arts; analyze regarding the evaluation process in the Arts area, know and analyze the implicit theories that underlie the teaching, research beliefs and values that underlie the assessment practices, identify the difficulties encountered by teachers and how they are addressed. The methodology used was an ethnographic case study. The survey was conducted in an elementary school within the State of São Paulo. The research participants were two teachers effective for Arts, education supervision, management and employees. The procedures for data collection were participant observation, document analysis and semi-structured interview. These analysis showed that the teaching of Art presents itself as a hybrid practice, where teachers now prioritize the technique, expression and knowledge. Is characterizing as a field of knowledge to support and boost performance in other subjects more valued in order to obtain greater academic performance in the process of external evaluation.
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Books on the topic "Arts learning evaluation"

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Performance standards: English language arts, mathematics, science, applied learning. New Standards, 1997.

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Reading and learning disability: A neuropsychological approach to evaluation and instruction. C.C. Thomas, 1997.

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Lescher, Marianne Lucas. Portfolios: Assessing learning in the primary grades. NEA Professional Library, National Education Association, 1995.

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B, Wiener Roberta, and Wiener Roberta B, eds. Literacy portfolios: Improving assessment, teaching, and learning. 2nd ed. Merrill, 2003.

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Moffett, James. Detecting growth in language. Boynton/Cook, 1992.

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Brown, Hazel. Read and retell: A strategy for the whole-language/natural learning classroom. Heinemann, 1990.

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Dorn, Charles M. Assessing expressive learning: A practical guide for teacher-directed, authentic assessment in K-12 visual arts education. Lawrence Erlbaum Associates, 2004.

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College, Mohawk. Mohawk College of Applied Arts and Technology: College Trades Preparation Program. Mohawk College], 1994.

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Brown, Hazel. Read and retell: A strategy for the whole-language/natural learning classroom. Heinemann, 1990.

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Carrie, Ekey, ed. The next-step guide to exemplary environments for literacy learning: Resources and rubrics for school and classroom self-assessment and goal-setting for principals, coaches, and teacher study groups, K-6. Heinemann, 2010.

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Book chapters on the topic "Arts learning evaluation"

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Abeles, Hal, and Mary Hafeli. "Learning Through Music: A Five-Year Evaluation of the Cleveland Orchestra’s Learning Through Music Program." In Arts Evaluation and Assessment. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64116-4_4.

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Horowitz, Rob. "Everyday Arts for Special Education: Impact on Student Learning and Teacher Development." In Arts Evaluation and Assessment. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64116-4_3.

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McCormack, Jon, and Andy Lomas. "Understanding Aesthetic Evaluation Using Deep Learning." In Artificial Intelligence in Music, Sound, Art and Design. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43859-3_9.

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Masterman, Elizabeth. "Towards a Principled Approach to Evaluating Learning Design Tools." In The Art & Science of Learning Design. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-103-8_8.

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Schirmer, Pascal A., and Iosif Mporas. "Binary versus Multiclass Deep Learning Modelling in Energy Disaggregation." In Springer Proceedings in Energy. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63916-7_6.

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AbstractThis paper compares two different deep-learning architectures for the use in energy disaggregation and Non-Intrusive Load Monitoring. Non-Intrusive Load Monitoring breaks down the aggregated energy consumption into individual appliance consumptions, thus detecting device operation. In detail, the “One versus All” approach, where one deep neural network per appliance is trained, and the “Multi-Output” approach, where the number of output nodes is equal to the number of appliances, are compared to each other. Evaluation is done on a state-of-the-art baseline system using standard performance measures and a set of publicly available datasets out of the REDD database.
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De Marsico, Maria, Andrea Sterbini, and Marco Temperini. "Grading Open-Ended Questions in an Educational Setting, via Non-exclusive Peer Evaluation." In State-of-the-Art and Future Directions of Smart Learning. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-868-7_44.

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Diestmann, Thomas, Nils Broedling, Benedict Götz, and Tobias Melz. "Surrogate Model-Based Uncertainty Quantification for a Helical Gear Pair." In Lecture Notes in Mechanical Engineering. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77256-7_16.

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AbstractCompetitive industrial transmission systems must perform most efficiently with reference to complex requirements and conflicting key performance indicators. This design challenge translates into a high-dimensional multi-objective optimization problem that requires complex algorithms and evaluation of computationally expensive simulations to predict physical system behavior and design robustness. Crucial for the design decision-making process is the characterization, ranking, and quantification of relevant sources of uncertainties. However, due to the strict time limits of product development loops, the overall computational burden of uncertainty quantification (UQ) may even drive state-of-the-art parallel computing resources to their limits. Efficient machine learning (ML) tools and techniques emphasizing high-fidelity simulation data-driven training will play a fundamental role in enabling UQ in the early-stage development phase.This investigation surveys UQ methods with a focus on noise, vibration, and harshness (NVH) characteristics of transmission systems. Quasi-static 3D contact dynamic simulations are performed to evaluate the static transmission error (TE) of meshing gear pairs under different loading and boundary conditions. TE indicates NVH excitation and is typically used as an objective function in the early-stage design process. The limited system size allows large-scale design of experiments (DoE) and enables numerical studies of various UQ sampling and modeling techniques where the design parameters are treated as random variables associated with tolerances from manufacturing and assembly processes. The model accuracy of generalized polynomial chaos expansion (gPC) and Gaussian process regression (GPR) is evaluated and compared. The results of the methods are discussed to conclude efficient and scalable solution procedures for robust design optimization.
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Sickler-Voigt, Debrah C. "Assessment and Evaluation for the Visual Arts." In Teaching and Learning in Art Education. Routledge, 2019. http://dx.doi.org/10.4324/9781351000963-3.

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Saylor, Anne. "Faculty Development Needs for Distance Education." In Identification, Evaluation, and Perceptions of Distance Education Experts. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8119-4.ch015.

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This report presents the results of a review that looked at what college resources are needed to support an online environment and how a small liberal arts college can prepare faculty for a shift in pedagogy is one of today's major issues, when using a Learning Management System (LMS) to teach. A literature review was done to review the ideas of what college resources are needed to support an online learning environment in Higher Education and the implications for faculty development in a small liberal arts college. The main themes surveyed were faculty and the support needed to move a classroom instructor to an online instructor. The research focused on how constructivist learning could support faculty development.
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Yüksel, İsmail, and Ercüment Türkses. "Cross-Sectional Evaluation of Distance Education Students' Learning Styles and Critical Thinking Dispositions in Turkey." In Professional Development and Workplace Learning. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch073.

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This study aims to examine distance education students' learning styles and critical thinking dispositions. This cross sectional survey was conducted on 114 Turkish distance education students from various departments in a state university. The data of the study were collected through Grasha-Riechmann Student Learning Style Scale (GRSLSS) and California Critical Thinking Disposition Inventory (CCTDI). Cronbach Alpha coefficiencies of the scales were .76 for GRSLSS and .79 for CCTDI. To analyze the data, descriptive statistics (frequencies, percentages, means and standard deviations), t-test and one-way analysis of variance tests were used. The results indicated that the dependent learning style was the most preferred style and the avoidant learning style was the least preferred style. The further analysis regarding learning style indicated that female students perceived themselves more dependent than male students. The results also indicated that students in teacher training programs scored higher in independent and avoidant sub-scales, while students in arts and sciences programs scored higher in dependent, collaborative, competitive and participant sub-scales. The results manifested that students' critical thinking dispositions were at a low level, and they mostly had analyticity and open-mindedness dispositions. Female students were found to have more critical thinking dispositions than male students.
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Conference papers on the topic "Arts learning evaluation"

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Kaburuan, Emil R., Ang Swat Lin Lindawati, and Nikolaus Permana Tri Rahmanto. "User Experience Evaluation on University's Learning Management System (LMS)." In 1st International Conference on Intermedia Arts and Creative. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009318601760184.

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Purwidiani, Niken, Sri Handajani, Dwi K. Suwardiah, Asrul Bahar, and Ita F. Romadhoni. "Evaluation of Learning on Curriculum Development in the Vocational Study Program." In International Joint Conference on Arts and Humanities (IJCAH 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.050.

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Morajda, Janusz. "COMSOM NEURAL MAPS AS A NEW MACHINE LEARNING TOOL FOR CLUSTERING, FORECASTING AND DATA EVALUATION PROBLEMS." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/1.5/s05.023.

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Nobaew, Banphot. "Evaluation of Self-directed Learning through Problem-based Learning in the Online Class During Covid-19 Epidemic." In 2021 Joint International Conference on Digital Arts, Media and Technology with ECTI Northern Section Conference on Electrical, Electronics, Computer and Telecommunication Engineering. IEEE, 2021. http://dx.doi.org/10.1109/ectidamtncon51128.2021.9425713.

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Taswadi. "Increased Ability to Make Learning Evaluation Instruments with Peer Sharing Methods: Paedagogical research on teacher training in 2017 in Indonesia." In Proceedings of the International Conference on Arts and Design Education (ICADE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icade-18.2019.64.

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Liu, Shi, and Xu Cong. "Analysis of the Learning Effect Evaluation System for Students of Digital Media Art Major Based on TOPCARES-CDIO." In Proceedings of the 5th International Conference on Arts, Design and Contemporary Education (ICADCE 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icadce-19.2019.126.

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Kusumaningtyas, Dian Artha, Eko Nursulistiyo, and Dwi Sulisworo. "Evaluation of the Problem-Based Learning Effectiveness in the Course of Physics Curriculum Analysis." In Proceedings of the International Conference on Science, Technology, Education, Arts, Culture and Humanity - "Interdisciplinary Challenges for Humanity Education in Digital Era" (STEACH 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/steach-18.2019.7.

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Gabrijelčič Tomc, Helena, and Tanja Nuša Kočevar. "Observation on creativity and spatial visualisation skills of graphic arts’ students." In 10th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design,, 2020. http://dx.doi.org/10.24867/grid-2020-p63.

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The aim of our research was to discover whether education in 3D computer graphics and visualisation can improve students' spatial visualisation skills and how the complex project as a design and synthesis of a 3D animation influences students' creativity. Spatial visualisation skills are extremely valuable in various professions, including graphic design and engineering, where 3D modelling and visualisation is becoming increasingly important for the qualitative execution of professional projects. Scientists define two types of three-dimensional skills, spatial visualisation and spatial orientation, where visualisation is understood as the ability to mentally rotate, flip and flip over presented images, while spatial orientation describes the ability to recognise the position or direction of objects in space. Creative process is defined as a sequence of thoughts and actions that lead to original and appropriate productions. The creative process can be discussed on two levels, i.e. macro and micro level with the related phases of the creative process: orientation, preparation, complementary stages after preparation, incubation, idea generation, production. The facultative course Advanced computer 3D graphic and visualisations is taught in the 2nd level studies of Graphic and interactive communication. Through project work, students are encouraged to use their creativity and imagination to create a visually attractive 3D animation that is also interesting in terms of content and in which they can convey the story they want to tell. For this reason, we often held individual sessions in which the teachers made profound corrections to the students' work and made suggestions for the further development of their projects. Experimental methods were: Questionnaires for self-assessment of the creativity process, whereby the students also interpreted their creative process with an illustration and the spatial visualisation test before and after the course. Regular evaluation of their project work with regard to the entire design process, i.e. 3D content creation, planning, technical approach and production, were also carried out. Results of the analysis present an interesting insight in students’ creative process, spatial ability and comprehension of 3D computer graphic that could be considered as teaching/learning guidelines in the coming academic years.
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Su, Yuting, Wenhui Li, Anan Liu, and Weizhi Nie. "Hierarchical Graph Structure Learning for Multi-View 3D Model Retrieval." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/127.

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3D model retrieval has been widely utilized in numerous domains, such as computer-aided design, digital entertainment and virtual reality. Recently, many graph-based methods have been proposed to address this task by using multiple views of 3D models. However, these methods are always constrained by the many-to-many graph matching for similarity measure between pair-wise models. In this paper, we propose an hierarchical graph structure learning method (HGS) for 3D model retrieval. The proposed method can decompose the complicated multi-view graph-based similarity measure into multiple single-view graph-based similarity measures. In the bottom hierarchy, we present the method for single-view graph generation and further propose the novel method for similarity measure in single-view graph by leveraging both node-wise context and model-wise context. In the top hierarchy, we fuse the similarities in single-view graphs with respect to different viewpoints to get the multi-view similarity between pair-wise models. In this way, the proposed method can avoid the difficulty in definition and computation in the traditional high-order graph. Moreover, this method is unsupervised and is independent of large-scale 3D dataset for model learning. We conduct extensive evaluation on three popular and challenging datasets. The comparison demonstrates the superiority and effectiveness of the proposed method comparing with the state of the arts. Especially, this unsupervised method can achieve competing performance against the most recent supervised &amp; deep learning method.
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Flannery, Michael. "EVALUATING MULTI-USER VIRTUAL ENVIRONMENT TECHNOLOGY FOR VISUAL ARTS INQUIRY USING ACTION CASE RESEARCH." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2255.

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Reports on the topic "Arts learning evaluation"

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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