Diagnostic assessment of the visual communication capability in grades 4–6

Abstract

Current technological development demands great efforts from teachers and students alike to exploit those tools that widen the horizon of traditional teaching methods. In order to make the evaluation of visual skills easier and more authentic, we combine traditional tools of visual skill assessment with the use of eDia, a diagnostic, online assessment environment freely accessible for teachers in Hungary. This paper focuses on the measurement methodology of a visual communication skill cluster and the definition of its subskills. We describe the relation between the achievements in visual communication tests and background variables, and outline developmental trends in this area. Previous research indicates that the visual communication skill cluster consists of four subskills: composition in two dimensions, abstraction, symbolization and modality change. Subskills were analyzed at three operation levels: visual recognition, visual interpretation and visual analysis. The empirical survey was carried out with pupils attending school grades 4, 5 and 6 (aged 10, 11 and 12 years). In total, 1256 students constituted the sample. We analyzed the performance of the tests by grade, and found satisfactory results (Cronbach’s α=0.89). Confirmatory Factor Analysis (CFA) was performed at each grade level to further explore the relationship between the subtests (CFI, TLI < 0.90). When analyzing the tests by using the methods of probability theory, we found that EAP/PV reliability indicator showed a fairly good value (0.84). Therefore, our test items can be used to evaluate the efficacy of teaching in an area which is very important in contemporary, highly visual communication. Visual communication goes beyond disciplines. The eDia environment makes it possible to correlate the outcomes of visual skills tests with the results of assessment of other educational fields (for example: inductive thinking, musical skills), and thus prove the relevance of art education for cognitive development or the enhancement of skills of the sister arts. Our test needs further development, but our preliminary results disclosed here show that this test is valid and applicable for primary education. At present, our test battery is the only instrument which supports the teaching of visual communication skills in Hungary. We intend to pursue its development, and conclude our paper with a discussion of possibilities of its further development.