USING ART TO ASSESS?
In May, 1999, the state of Massachusetts carried out a study that examined student perceptions of testing taking experiences. Hundreds of teachers across the state presented the following prompt to their class:
"Draw a picture of yourself taking a Math test"
Using a preset coding scheme, the pictures were observed and evaluated for information that would help the classroom teacher improve the delivery and effectiveness of the math curriculum.
WE TRY IT...
Recognizing that students' beliefs, attitudes, and feelings about testing may well have an impact on testing behavior and test scores, Grade 6 decided to include this unconventional method of testing along with their more data-driven fractions assessment.
Grade 6 students were offered the same prompt:
"Draw a picture of yourself taking a Math test"
The drawings that resulted provided a variegated picture of how these students view the assessment experience in math class. Students' self-portraits expressed reactions to test content, setting, length, and difficulty. They also conveyed a wide range of affective responses. Many students portrayed themselves as diligent, confident thinkers and problem solvers. There were a number, however, that depicted students that were anxious, worried, and confused.
HOW DO YOU ASSESS USING ART?
The intention is not to look at the drawings through a psychoanalytic lens, but rather to describe facets of the testing situation that students chose to include in their drawings. Explicit aspects of the drawings, such as student postures, testing materials, and the presence of other students or teachers were observed. In addition, the coding scheme included affective responses that were clearly noticed in the drawings. Specific and individual features from students' self-portraits, including comments written in thought bubbles, speech bubbles, or captions were included as well.
SO NOW WHAT?
Knowing that student motivation is closely linked to individual beliefs, attitudes and feelings that interact with personal relationships, classroom practices and routines (Henderson & Dweck, 1990; Kohn, 1999), what changes can be made in classroom climate that will effect the Affective domain in student learning in math? Ask the Grade 6 students. What kinds of strategies are part of a math class culture that allows for soft landings? You will find that these students not only understand life in the cognitive domain, they can also talk about the things we bring to math class that have nothing to do with math skills!
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