The Role of Needs Assessment in Art Education

Conducting a needs assessment is a crucial first step in both instructional design and teaching practice because it offers an understanding of learners’ starting points, challenges, and goals. It is the process that enables an educator to identify the gap between what learners currently know or can do and what they need to achieve through instruction.

In my work as an art educator and instructional designer – through my studio and online teaching practice – I find that this process not only influences curriculum development but also transforms the classroom, whether physical or virtual, into a more equitable and engaging space.

In my teaching, students arrive with diverse motivations and backgrounds: some are beginners hoping to explore watercolor or acrylics for the first time, some haven't picked up a paintbrush since they finished college; while others have years of practice and seek to refine their technique. Similarly, in online settings, learners bring varying degrees of digital literacy, familiarity with platforms such as Zoom, and access to tools and materials. Without a structured needs assessment, it would be easy to misjudge the level of support or challenge each learner requires. A brief diagnostic activity – such as a baseline drawing or a short questionnaire about goals, experience, and available tools – helps me identify what Vygotsky (1978) called the Zone of Proximal Development (ZPD): the range between what a learner can accomplish independently and what they can achieve with guidance.

In both studio and online settings, assessing what learners can do independently and/or with assistance provides the foundation for effective scaffolding. For example, in an in-studio drawing class, I often begin with a short, unguided sketch to see how students handle proportion, contour, and value. Then, after a brief demonstration, I have them repeat the same exercise. Comparing the two outcomes can set a basic direction for further, more specific activities that will provide more guidance for me as an instructor and help me develop a plan.

One of the most illuminating parts of my needs assessment process occurs at the very beginning of my online courses for adult learners, when I ask: “What brought you here? Obviously, you like drawing – but what exactly would you like to get from the class?” The answers are always revealing, ranging from “I would like to further develop my drawing technique” to “I just need two hours away from my family; whatever I’ll be doing is fine for me.” This range of responses shows the complexity of teaching adult learners, who bring not only differing skill levels but also different emotional and social motivations. Some aim for technical growth; some seek relaxation, creative fulfillment, or community. The challenge for me, as an instructor, is twofold: first, to better identify each student’s real needs beyond their initial statements, and second, to determine whether – and how – those expectations can be reasonably met within the framework of the class.

When I know a learner’s baseline, I can develop rubrics (I don't work at public schools or higher education, so the term "rubrics" can be understood very broadly) and checkpoints that assess real growth rather than just superficial mastery. For example, a student struggling with color mixing may be evaluated on progress in understanding hue and tone relationships, rather than the overall polish of a finished painting. This approach emphasizes formative assessment—using feedback and critique as part of the learning process rather than as a final judgment. In online courses, I integrate weekly progress reviews, peer discussions, and portfolio reflections, which allow learners to demonstrate learning incrementally. These methods transform assessment into a collaborative and developmental experience rather than a static evaluation.

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Sources on Needs Assessment and ZPD:

• Kaufman, R., & Keller, J. M. (1994). Levels of evaluation: Beyond Kirkpatrick. Human resource development quarterly, 5(4).

• Kaufman, R. (1996). What works and what doesn't: Evaluation beyond Kirkpatrick. Performance and instruction, 35(2), 8-12.

• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

• Watkins, R., Leigh, D., Platt, W., & Kaufman, R. (1998). Needs assessment—A digest, review, and comparison of needs assessment literature. Performance Improvement, 37(7), 40-53. https://doi.org/10.1002/pfi.4140370711