Assessment of "Aesthetic Literacy" in Art Education: An Integrated Model of Quantitative Analysis and Qualitative Evaluation
DOI:
https://doi.org/10.64504/artsappreciation.v1i1.888Keywords:
art education assessment, mixed methods research, structural equation modeling, qualitative evaluation, integrated assessment modelAbstract
Aesthetic literacy, as the core objective of art education, has long been confronted with challenges of reductive assessment methods and insufficient evaluative dimensions. Existing studies largely rely on standardized scales or subjective descriptions, which are inadequate for capturing the multidimensional structure and dynamic developmental processes of aesthetic literacy. This study constructs an Integrated Assessment Model (IAM) encompassing four core dimensions — aesthetic perception, aesthetic judgment, aesthetic expression, and aesthetic reflection — by synthesizing a systematic review of conceptual frameworks with quantitative and qualitative approaches. Drawing on a mixed methods design with a sample of 382 middle school students across six schools in North China, structural equation modeling (SEM) is used to validate scale reliability, while grounded theory analysis triangulates student interview data. Findings demonstrate that: (1) aesthetic literacy exhibits a multidimensional nested structure, with significant mutual promotional relationships among the four dimensions; (2) the integrated model significantly outperforms single-paradigm evaluations in reliability and validity; and (3) qualitative data reveals latent dimensions — such as "aesthetic empathy" and "cross-cultural aesthetic transfer" — that scales cannot measure. This research provides a theoretical reference and empirical basis for the scientific development of art education evaluation systems.
Aesthetic literacy, as the core objective of art education, has long faced challenges of reductive assessment methods and insufficient evaluative dimensions. This study constructs an Integrated Assessment Model (IAM) encompassing four dimensions — aesthetic perception, aesthetic judgment, aesthetic expression, and aesthetic reflection — by synthesizing quantitative and qualitative approaches. Drawing on a sample of 382 middle school students across six schools in North China, structural equation modeling (SEM) validates scale reliability, while grounded theory analysis triangulates student interview data. Findings demonstrate that aesthetic literacy has a multidimensional nested structure, that the integrated model significantly outperforms single-paradigm evaluations, and that qualitative data reveals latent dimensions such as "aesthetic empathy" and "cross-cultural aesthetic transfer." This research provides a theoretical and empirical foundation for advancing scientific evaluation systems in art education.
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