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Dissertation Abstract
WHAT ARE THE CURRENT METHODS OF STUDENT ASSESSMENT IN VISUAL ARTS EDUCATION PROGRAMS AT THE UNDERGRADUATE LEVEL IN ART SCHOOLS IN PAKISTAN? HOW DO TEACHERS’ PREFERRED MODELS OF ASSESSMENT IMPACT STUDENT LEARNING?
Nurayah Sheikh
The study of existing literature shows little evidence of any institution-wide uniform policy of student-evaluation in art schools in Pakistan. It is almost sixty years since the first diploma awarding modern art school, the National College of Arts (NCA), on the pattern of North American art education, replaced the erstwhile Mayo School of Art, which was essentially a craft school. The study probes into the formalization of evaluation structures by the founding administrators and educators of the NCA. However, the focus of the present study is to investigate the current student-assessment processes on students’ short-term academics practiced in two premier Pakistani art institutions. The procedural and structural clarity of the goals of assessment, in terms of student learning at The National College of Arts, Lahore, a state-run institution, and The Indus Valley School of Art & Architecture, Karachi, a private one, are investigated. The purpose of this study is to examine the current state of inter-sectoral approaches in assessment, advocated through the lens of the role they play on student learning; the goals and the skills required. This investigation uses a qualitative research design to analyse the experience of stakeholders involved and affected directly through preferred models of classroom assessments embedded within teacher’s pedagogies within these institutions, vis-à-vis the facilitation, design, aims and objectives of assessments that guide these measures.