Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.
Find Lesson Plans on getty.edu! GettyGames

Re: cheating

---------

kprs_at_TeacherArtExchange
Date: Tue Jan 27 2004 - 10:05:03 PST

Over the years I have tried to make any assessments that I give not measures of memorizations (although with AP Art History to some extent you have to keep that standard in), but measures of what we have learned and how can we find information. Essentially that means that there can not be any "cheating" on the assessments per se. Of course I teach high school. So for example if I am testing for the elements and principles of design, I may ask for them to draw an example using specific ones. Or if I want them to use the vocabulary I would let them go through an art history book to find an example to use in their narrative...giving them all of the words they HAD to use in their description of the piece, but not the definition, and then I would score it wholistically in terms of writing, and specifically in terms of use of vocabulary. When I taught Foundations classes, the final exam was 7 pages long (and took 2 hours). The first page was vocabulary, and the other 6 pages were drawing with specific instructi
ons, i.e. draw a shape six different ways using 1 point perspective, draw the figure in correct proportion, draw the face with proper proportions, draw 7 different CD covers using your name or initials as the band's name using all 7 layout styles...that kind of thing. They also have to set up a still life in front of them and draw showing all 10 values. It's a long test that keeps them moving, and even if the attempt to 'cheat' not everyone is tackling the same problem at the same time, as they can jump from page to page. It also helps me to assess what they have learned in class.

San D
> This past friday I encountered my first real test-cheating experience. 

---