Aesthetic Education and Personality Cultivation Among College Students

Scoring rubrics, in both analytic and holistic formats, are widely recognized as reliable tools for interpreting and defining the abstractive and subjective elements of visual arts (VA). Their properties, including a detailed evaluation framework, specific criteria, and performance levels, enable VA teachers to assess student work comprehensively, capturing the complexity and subtleties of the demonstrated learning. However, the scoring process of VA teachers remains one of the least explored aspects in studies investigating VA teachers' assessment practices. An understanding of the scoring practice offers valuable insights into the effectiveness of overall assessment practices and curriculum implementation. Addressing these gaps, this paper examines VA teachers' competencies in rubric development, the adoption of scoring tools, sources of scoring tools, as well as issues and challenges encountered in the use and development of scoring rubrics. Data was gathered quantitatively from 26 VA teachers in an educational district in Selangor. The findings reveal a moderate level of competency in rubric development, a preference for traditional sources for scoring tools, and significant challenges teachers faced in accommodating large student numbers in their scoring process. The study emphasizes the need for enhanced training and professional development to familiarize teachers with a broader range of assessment tools and to optimize the application of rubrics for more accurate and effective assessment.