Evaluation in Early Childhood Artistic Education (Painting): Systematic Literature Review

Abstract

Assessment in children's art teaching and learning, specifically in painting, is a challenge due to the personal, social, and symbolic dimension implicit in the artistic development of students. A contemporary contribution is visual literacy, which includes the competencies and sub-competencies related to the production, reception, and reflection of images. The methodology used consisted of a systematic review of the literature on assessment in art education. Research questions were generated following the PICOC framework for education, and the PRISMA protocol was developed, which allowed 204 relevant records to be identified. Subsequently, data screening was carried out, segmenting them according to inclusion and exclusion criteria. Finally, 9 related scientific articles were analyzed that raised questions about assessment in art education in formal education contexts. Acceptance in the use of rubrics with criteria of visual communication and activities was identified, in accordance with the Common European Framework for Visual Literacy. Formative feedback during assessment, containing descriptive comments rather than evaluative judgements, was highlighted as helping students grow as artists. The research underlined the need to consider the creative process to encourage reflection and dialogue. It was concluded that the various ways of assessing children's art allow for better monitoring of each student's progress and encourage critical thinking and self-assessment.