Comparison of Selected Methods of Measuring Change in Judgment of Art Design

Abstract

Five groups of 13 elementary teacher candidates each were pretested and posttested with the Graves Design Judgment Test. Pretest and posttest rs ranged from .64 to .90. Five approaches to analyzing change were compared, with only one, a transformation of posttest divided by pretest expressed as a percentage, yielding significance. Other tests of significance were nonsignificant and gave essentially similar results. The hypothesis that a sculpture workshop supplemented by field experiences in working with elementary school children would result in greater gains was not supported.