EVALUATION. Teachers often ask what quality and standard of work to expect from a
certain grade.


* Since art does not conform to a standard as do some subjects it is
not possible to have an exact measuring rule. Neither will tests
of any sort help in determining the standard to be achieved.


* There was a time when teachers judged art by neatness and con-
formity, as well as technical skill, but these are not the criteria for
judging children's art experiences.


* Art is a personal matter. It is important to encourage each child
to use his own ideas. Naturally, some will do better than others,
depending on experience and interest. Helping the child compare
his present successes with his previous efforts will provide stimu-
lation and growth.


* Progress depends upon individual growth and each person work-
ing up to his own capacity and level of development.


* Evaluation should be the joint' responsibility of the teacher and
children in group and individual planning. It should take place at
the beginning of a problem, continue throughout the entire experi-
ence, and in summing up the activity, lay plans for future growth
and goals. Through such guidance a child will learn to develop crit-
ical judgment of his own efforts and other people's thinking.


* Ways in which a child may show growth through art are:
 i. Increased ability to do independent thinking and planning.
 2. Ability to gain insight, understanding, and tolerance of other
 people's ideas and expressions. Group discussions which
 take into consideration why other people believe and ex-
 press themselves as they do, can foster these abilities.
 3. Ability to proceed with boldness and freedom.
 4. Ability to express ideas clearly. Encouraging children to put
 paintings on wall, then step to back of room to observe results
 will clarify whether the space has been filled and lights and
 darks have been sufficiently constrasted so that shapes separ-
 ate. Important ideas are stressed through position, size, con-
 trast and color. Note: leading questions should be tactfully
 asked so that children will discover their own weaknesses
 and strengths. Weaknesses should not be pointed out directly
 by the teacher.