Abstract:

The assessment of art literacy is an indispensable part of the quality monitoring of school aesthetic education, but in the past it has been ignored for a long time, which makes the assessment of art literacy lag behind in our country and seriously restricts the high quality promotion of school aesthetic education. In view of the current domestic lack of developing the fine arts accomplishment evaluation tool, this study investigate the dimensions and the corresponding weights of the art literacy for elementary school students, and use the item response theory to construct elementary school students’ art literacy assessment tool for the first time. The instrument contains 25 items, which respectively measured four dimensions of perception recognition, artistic expression, creative connection and aesthetic appreciation. The trail test found out that this instrument exhibited moderate difficulty, rational distribution, good reliability and validity. The difficulties of the items were widely distributed across the entire continuum of the art literacy, which can be used to accurately measure students’ literacy across the entire continuum of the art literacy. The instrument can comprehensively reflect the status of students’ art literacy. The research data comes from a total of 3695 elementary school students from urban and rural schools in 15 districts (counties) of 5 provinces in Eastern, Central, and Western China to practically validate the performance of instrument.. The. results showed that both the mode and items fit the data and the majority of responses that students answered to the items can well-represent the performance of the art literacy.

Key words: Item response theory, Elementary school students, Artistic accomplishment, Assessment tools