Digital drawing test submissions

This pilot study examines the reliability and clarity of a rubric-based framework for assessing digital freehand drawing in higher education. Two rubric types—a Generic Visual Rubric (GVR) and an Exemplar-Based Visual Rubric (EVR)—were applied to 22 student drawings by expert (n = 4) and non-expert (n = 6) raters. Abductively derived criteria grounded in art education and studio practice guided the rubric design. Inter-rater agreement was measured using percent agreement (IRA), Spearman’s rank correlation, and Cronbach’s alpha. While agreement remained modest on some metrics (e.g., line sensitivity), the EVR condition showed greater consistency across rater groups. Both Spearman’s ρ and Cronbach’s α indicated improved internal alignment, particularly with EVR. Survey responses further confirmed the rubric’s usability and diagnostic value. Results highlight the potential of illustrated, task-specific rubrics to support formative assessment and rater calibration—especially for non-experts—and emphasize the importance of pilot testing in developing reliable evaluation tools for visual disciplines.After a live, step-by-step demonstration projected by the instructor, each student had 45 minutes to complete a drawing that emphasised line refinement and the convincing depiction of simple 3-D forms.

本预实验研究旨在探究高等教育阶段数字手绘创作评估中，基于评分量规的框架的信度与清晰度。研究设置两类评分量规：通用视觉评分量规（Generic Visual Rubric, GVR）与基于范例的视觉评分量规（Exemplar-Based Visual Rubric, EVR），由4名专家评分者与6名非专家评分者对22份学生手绘作品进行评分。评分量规的设计以溯因推导得出的、扎根于美术教育与工作室实践的评分标准为依据。研究采用百分比一致性（IRA）、斯皮尔曼秩相关系数与克朗巴哈α系数对评分者间一致性进行测算。尽管部分指标（如线条敏感度）的一致性仍处于中等水平，但基于范例的视觉评分量规组在不同评分者群体间展现出更高的一致性。斯皮尔曼ρ系数与克朗巴哈α系数均显示，评分量规的内部一致性有所提升，尤以基于范例的视觉评分量规组更为显著。问卷调查结果进一步证实了该评分量规的易用性与诊断价值。研究结果凸显了带示例的任务专属评分量规在支持形成性评估与评分者校准（尤其针对非专家评分者）方面的潜力，并强调了预实验测试在开发视觉艺术学科可靠评估工具中的重要性。在教师通过投影进行的实时分步演示结束后，每位学生需在45分钟内完成一幅以线条精细化处理与逼真呈现简单三维形体为核心要求的手绘作品。