Simon Tünde, Biró Ildikó, Kárpáti Andrea
Department of Pedagogy, Hungarian University of Fine Arts, 1062 Budapest, Hungary.
Doctoral School of Education, University of Szeged, 6720 Szeged, Hungary.
J Intell. 2022 Jul 22;10(3):45. doi: 10.3390/jintelligence10030045.
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.
在本文中，我们基于《欧洲视觉素养共同框架》中概述的技能结构，描述视觉传达的子技能。我们通过评估小学阶段欧洲共同语言参考标准视觉传达（CEFR-VC）“产出”和“回应”领域中与视觉传达相关子技能的发展，进一步完善了该框架。我们开发并验证了在线数字评估工具，以促进将真实评估作为课程开发的标准实践引入。本研究的结果包括其组成部分的定义、用于评估的创新工具的开发，以及对其在“产出”和“回应”领域子技能发展的描述。我们对视觉素养框架“回应”领域的测试是在匈牙利小学系统4至6年级（10至12岁）的eDia交互式诊断测试环境中进行的。关于视觉传达“创作”领域的第二个实验工具是在GeoGebra免费教育软件环境中开发的，并在5至8年级（11至14岁）的小学阶段测试了视觉传达“产出”领域的主要组成部分。结果表明，在“产出”领域，子技能的掌握程度随年龄组增加，而在“回应”领域，发展不太显著或没有发展，该领域在匈牙利艺术教育课程中代表性不足。发展与非艺术学科的学业成绩无关，表明视觉领域的独特性，并且与性别和数字素养的相关性较弱。使用我们的子技能描述和评估工具，教师可以选择那些在视觉艺术有限的教学时间内他们认为最重要发展的子技能。本文最后提出了一些建议，以加强视觉传达作为一种培养视觉空间智能的跨学科能力。
