ArticleJournal of Intelligence2022
Developmental Assessment of Visual Communication Skills in Primary Education.
Article in Journal of Intelligence, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- Development of the pictorial values recognition test: assessing middle school students' value perceptions.Frontiers in psychology · 2025Article
- Learning and Instruction: How to Use Technology to Enhance Students' Learning Efficacy.Journal of Intelligence · 2024Article
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Authors and funding
3 authors.
Funding
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Abstract
In this paper, we describe subskills of visual communication based on the skill structure outlined in the Common European Framework of Visual Literacy. We have developed this Framework further through assessing the development of subskills related to visual communication in the "produce" and "respond" domains of CEFR-VC in primary school grades. We developed and validated online digital assessment tools to facilitate the introduction of authentic assessment as a standard practice in curriculum development. The results of this study include the definition of its components, development of innovative tools for their assessment, and description of the development of its subskills in the "produce" and "respond" domains. Our tests for the "respond" domain of the visual literacy framework were administered in the eDia interactive diagnostic testing environment in Grades 4-6 (ages 10-12 years) of the Hungarian primary school system. The tools for the second experiment about the "create" domain of visual communication were developed in the GeoGebra free educational software environment and tested major components of the "produce" domain of visual communication in primary Grades 5-8 (ages 11-14 years). Results show increasing attainment in subskills through the age groups in the "produce" domain and less significant or no development in the "respond" domain, which is underrepresented in Hungarian art education curricula. Development is unrelated to school achievement in non-art disciplines, showing the distinctiveness of the visual domain, and is weakly related to gender and digital literacy. Using our subskill descriptions and the assessment tools, teachers may select those subskills that they find most important to develop during the limited teaching time for visual arts. The paper ends with suggestions to enhance visual communication as a cross-curricular competency that develops visual-spatial intelligence.
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Registered trials
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