MichiganArtsEducationInstructionandAssessmentProgram

ArtsEducationAssessmentSpecifications

VisualArt

August2016

EditedbyCeciliaGollan,CherylL.Poole,andEdwardRoeber

MichiganAssessmentConsortiumLansing,M

2

TableofContents Section Page(s)TableofContents 2ListofTables 3Chapter1–IntroductiontotheMAEIAAssessmentSpecificationsDocument 4

1.1–PurposeoftheArtsEducationAssessmentSpecifications 41.2–WhatAreAssessmentSpecifications? 41.3–HowWastheMAEIAAssessmentSpecificationsUsed? 51.4–HowWeretheMAEIAAssessmentSpecificationsDeveloped? 51.5–HowAretheMAEIAAssessmentSpecificationsStructured? 5

Chapter2–OverviewoftheArtsEducationAssessmentDesign 7

2.1–DisciplineAreasAssessed 72.2–CognitiveComplexityandDifficultyoftheItems 7

2.2.1–Webb’sDepthofKnowledge 82.3–NatureoftheAssessmentItems 9

2.3.1–PerformanceTasks 92.3.2–PerformanceEvents 92.3.3–Constructed-ResponseItems 92.3.4–Selected-ResponseItems 10

2.4– AssessmentattheSchoolLevel 102.5–UseofGraphics,AudioandVideointheAssessments 102.6–AccessibilityandAccommodations–UniversalDesign(UD)and Evidence-CenteredDesign(ECD) 112.7–IssuesofBiasandSensitivityinArtsEducationAssessments 112.8–AssessmentTimeandStructures 11 2.9–PotentialAssessmentAdministrationProcesses 11

Chapter3–ContentStandardsfortheVisualArtsAssessment 133.1MichiganArtsEducationContentStandards 133.2–PerformanceStandardsAssessedintheMAEIAProject 14 3.2.1–VisualArtsPerformanceStandards 14

Chapter4–VisualArtsAssessmentSpecifications 17

4.1–DesignoftheVisualArtsAssessment 174.2–DescriptionoftheVisualArtsAssessments 18 4.2.1–SampleVisualArtsPerformanceTaskGrade8 19 4.2.2–SampleVisualArtsScoringRubric 20 4.2.3–SampleVisualArtsPerformanceEventGrades9-12 21 4.2.4–SampleVisualArtsScoringRubricGrades9-12 21 4.2.5–SampleConstructed-ResponseGrade5 22 4.2.6–SampleTeacherScoringRubricforC-RGrade5 23 4.2.7–SampleVisualArtsPerformanceEventGrade6 23 4.2.8–SampleVisualArtsScoringRubricGrade6 24 4.2.9–SampleSelected-ResponseGrades9-12 254.3–RangeofcontentforAssessingVisualArts 264.4–NatureoftheScoringRubricsforAssessingVisualArts 29

4.4.1–SampleScoringRubricforMAEIAAssessmentGrades9-12 30

Chapter5–SummaryofAvailableAssessments 34

3

5.1–Overview 34 5.2–NumberofPerformanceEventsandPerformanceTasksAvailable 34 Table5.2.1NumberofVisualArtsPerformanceEventsGradesK-8 34 Table5.2.2NumberofVisualArtsPerformanceTasksGradesK-8 34 Table5.2.3NumberofGrades9-12VisualArtsPerformanceEvents 35 Table5.2.4NumberGrades9-12VisualArtsPerformanceTasks 35 ReferencesforVisualArts 36

ListofFiguresandTablesPage(s)

Figure–2.2.1–Webb’sDepthofKnowledge8Table–2.3.1–PerformanceTasks 9Table–2.3.2–PerformanceEvents 9Table–2.3.3–Constructed-ResponseItems 9Table–2.3.4–Selected-ResponseItems 9Table–3.2.1–VisualArtsPerformanceStandards14Table–4.2.1–SampleVisualArtsPerformanceTaskGrade8 19Table–4.2.2–SampleVisualArtsScoringRubric 20Table–4.2.3–SampleVisualArtsPerformanceEventGrades9-12 21Table–4.2.4–SampleVisualArtsScoringRubricGrades9-12 21Table–4.2.5–SampleConstructed-ResponseGrade5 22Table–4.2.6–SampleTeacherScoringRubricforC-RGrade5 22Table–4.2.7–SampleVisualArtsPerformanceEventGrad6 23Table–4.2.8–SampleVisualArtsScoringRubricGrade6 24Table–4.2.9–SampleSelected-ResponseGrades9-12 29Table–4.4.1–SampleScoringRubricforMAEIAAssessmentGrades9-12 30Table–5.2.1–NumberofVisualArtsPerformanceEventsGradesK-8 34Table–5.2.2–NumberofVisualArtsPerformanceTasksGradesK-8 34Table–5.2.3–NumberofGrades9-12VisualArtsPerformanceEvents 35 Table–5.2.4–NumberofGrades9-12VisualArtsPerformanceTasks 35

4

Chapter1IntroductiontotheMAEIAAssessmentSpecificationsDocument

Assessmentspecificationscommunicatethestandardsandcontenttobemeasuredinanassessment,aswellashowthatcontentwillbeassessed,toawidevarietyofaudiences.Theseaudiencesincludetheindividualswhohelptobuildtheassessments,aswellasthosewhowillusetheassessmentsandtheassessmentresults.Therefore,thisArtsEducationAssessmentSpecificationsDocument(ASD)isintendedtoserveasasupportingdocumenttohelpthefullarrayofpotentialusersunderstandthepurposesandusesoftheplannedassessment,aswellasprovidemorespecificinformationastohowtoaccuratelyreadandinterprettheMAEIAartseducationassessments.

1.1PurposeoftheArtsEducationAssessmentSpecifications

ThepurposeoftheMAEIAArtsEducationASDistoprovideinformationontheassessmentspecificationsthatguidedthedevelopmentanduseoftheMichiganartseducationmeasures.Tothisend,thisMAEIAASDwilldescribethefollowing:• Whatareassessmentspecifications?• HowwastheMAEIAassessmentspecificationsused?• HowweretheMAEIAassessmentspecificationsdeveloped?• HowaretheMAEIAAssessmentSpecificationsstructured?

1.2WhatAreAssessmentSpecifications?

Goodachievementassessmentsarecontentdriven.Successfulcompletionoftheassessmentdevelopmentprocessrequiresdeepunderstandingoftheknowledge,skills,andabilitiesthataremeasuredonanassessment,andhowthesearederivedfromthecontentstandardsuponwhichtheassessmentisbased.Notonlyisunderstandingofthespecificcontentimportant,developersandusersmustalsoknowtherangeanddepthofcontenteligibletobeassessed,therelativeweightingamongthevariouscontentstrandstobeincludedontheassessment,theitemtypesusedtomeasureeachstrand,andotherkeyfactorssuchasdepthofknowledgespreadwithinandacrossstrands/standards/indicators.

Specifically,asetofassessmentspecificationsisaformaldocumentthatguidesthedevelopmentandassemblyofanassessmentbyexplainingthefollowingessentialinformation:

• Content(standards,indicators,andvalidityclaims)thatisorisnottobeincludedforeach

assessedartsdisciplineateachgradelevel,acrossvariouslevelsofthesystem(studentandclassroom);

• Emphasisandbalanceofcontent,generallyindicatedasnumberofitemsorpercentageofpointsperstandardorindicator;

• Itemtypes,sendingaclearmessagetoitemdevelopershowtomeasureeachstandardorindicator,andtoartseducatorsandstudentsaboutlearningexpectations;and

• DepthofKnowledge(DOK)1,indicatingthecomplexityofitemtypesforeachstandardorindicator.

Assessmentspecificationsareessentialforbothassessmentdevelopersandforthoseresponsibleforcurriculumandinstruction.Forassessmentdevelopers,theassessmentspecificationsdeclarehowthe 1DepthofKnowledgeisaproceduredevelopedbyNormWebb,UniversityofWisconsin,WisconsinCenterforEducationResearchtoevaluatethealignmentofassessmentstostandards.Itisalsousedtojudgethecognitivecomplexityofstandardsandassessments.TheMAEIAprojectwilluseWebbcognitivecomplexityprocessesinassessmentdevelopment.

5

assessmentswillbedevelopedtoensurefullcoverageofcontentandmaintainfidelitytotheintentofthecontentstandardsonwhichtheassessmentisbased.Fullalignmenttocontentstandardsisnecessaryifeducationalstakeholdersaretomakevalid,reliable,andunbiasedinferencesaboutstudentachievementatthestudent,classroom,school,andstatelevels.

Forthoseresponsibleforcurriculumandinstruction,theASDprovidesaguidetothecompetingdemandsofartseducationcontentforinstructionalplanningpurposes,aswellassuggestinghowthecontentisintendedtobedemonstrated,asindicatedbyitemtype.

Insummary,assessmentspecificationsprovidecleardevelopmentguidancetotestdevelopersandsignalstothebroadereducationcommunityboththefullcomplexityofthepertinentcontentstandardsandhowperformanceonthesestandardswillbemeasured.

1.3HowwastheMAEIAAssessmentSpecificationsUsed?

Asdescribedabove,theMAEIAASDwasusedto:

• DescribeingeneraltermswhattheMAEIAassessmentsindance,music,theatreandvisualartswouldcover.

• Providemoredetailedinformationaboutthetypesofassessmentexercisesthatwereusedandwhatknowledgeandskillstheyaddressed.

• Provideprototypeassessmentexercisestoshowreadersthetypesofassessmentstobeselectedordeveloped.

• Describehowtheassessmentsmaybeadministeredandscored.• Provideillustrativeinformationaboutthemannerinwhichassessmentresultsmaybereported.• Discusshowtheassessmentinformationmaybeusedbyschooldistricts.

1.4HowweretheMAEIAAssessmentSpecificationsDeveloped?

MAEIAassessmentspecificationsweredevelopedbyartseducatorsandothersundertheguidanceofaMAEIAProjectManagementTeam(PMT)fromtheMichiganAssessmentConsortium(MAC).Oncedraftedbytheassessmentspecificationswriters,theMAEIAASDunderwenteditorialreviewbythePMT.ThiswaspairedwithafieldreviewbyMichiganandnationalartseducatorstoassurethattheASDpresentedachallengingyetattainablelevelofexpectationsforstudentsandschools.SincetheASDwasusedfirstinthedevelopmentoftheartseducationassessments,thisdevelopmentprocessalsoyieldedrefinementsthatneededtobemadetothedocumentitself.

Asplansforfield-testingtheassessmentsinschoolsweremade,andsuchuseoccurred,additionalrefinementstothedocumentwerenecessary.Inthissense,becausetheASDremainsa“livingdocument,”itsdevelopmentandrefinementwasamoreorlesscontinualprocessoverseveralyears.

1.5HowaretheMAEIAAssessmentSpecificationsStructured?

TheassessmentspecificationswritersusedtheoutlineprovidedbythePMTtofillintheinformationneeded.AdraftoutlinefortheMAEIAASDwasfirstcreatedandwasusedattheinitialmeetingoftheassessmentspecificationswriterstosuggestthetopicstobeincludedintheMAEIAASD.Subsequently,thisoutlinewasrefinedandusedbytheteamineachdisciplinetodescribetheassessmenttobedevelopedineachdiscipline.

TheexamplesandrecommendationsintheASDarenotexhaustive;theydescribesomeofthemore

importantexamplesofartseducationassessmentsthatwillguidethedevelopmentanduseoftheMAEIAassessments.TheMAEIAASDcontainseveralchapters,including:

6

• Chapter2–AnOverviewoftheartseducationassessmentdesign• Chapter3–ContentStandardsfortheVisualArtsAssessment• Chapter4–VisualArtsAssessmentSpecifications• Chapter5–SummaryofAvailableAssessmentsThesechapterscontaininformationonthefollowingtopics.• Adiscussionofthepurposesfortheartseducationassessmentprogram,• Anoverviewoftheartseducationstandardstobeassessed,• Adescriptionoftheproposedartseducationassessmentdesignandinstruments,• Illustrationsofthisassessmentineachoftheartsdisciplinesforwhichassessmentswillbe

created(dance,music,theatre,andvisualarts),• Anoverviewoftheassessmentdevelopmentstepsandhowtheassessmentswillbe

administered,and,• Anoverviewofthemannerinwhichtheresultsoftheassessmentsmaybereportedatdifferent

educationallevelstodifferentgroupsandaudiences.

7

Chapter2OverviewoftheArtsEducationAssessmentDesign

Thischapterprovidesanoverviewoftheartseducationassessments,theDepthofKnowledgeanddifficultylevelsintendedfortheitems,adescriptionofthedifferenttypesofassessmentstobecreated,andotherassessmentdesignanddevelopmentissuesconsideredinthedevelopmentoftheMAEIAassessments.2.1DisciplineAreasAssessed

SincethefirsteditionoftheMichiganArtsEducationContentStandardsin1998,Michiganhasprovidedrecommendedlearningexpectationsforstudentsindance,music,theatre,andthevisualarts.Thisisconsistentwiththe1994NationalArtsEducationStandards.TheMAEIAassessmentsareanchoredinthegrade-levelandhighschoolcontentexpectationsintheartsdisciplinesofdance,music,theatre,andvisualarts.TheMAEIAprojectwasawarethatNCCASwasdevelopingstandardsformediaarts.ThedevelopmentofmediaartsstandardsaspartoftheMichiganArtsEducationContentStandardsmaybeworkthattheMichiganDepartmentofEducationwillembarkonsincenationalleadershipintheformofNCCASMediaArtsStandardsbecameavailablein2014.TheMAEIAartseducationassessmentshavebeenlinkedtotheAnchorStandardscontainedintheNationalCoreArtsStandardsmaterials.Thiswillpermituserstolinktobothstateandnationalartseducationstandards.

2.2CognitiveComplexityandDifficultyoftheItems

Oneoftheessentialcharacteristicsoftheassessmentsthatwerecreatedistheircognitivecomplexity.Thisisanimportantingredientinwell-craftedassessmentmeasuresbecausethereisatleastamodestcorrelationbetweencomplexityofthetaskandthedepthatwhichtheperformancestandardsinartseducationwillbemeasured.

TheNationalStandardsoftheArtsencouragetheorganizationoflearningprocessesintothreecategories:Create,Perform,andRespond.Throughthismethodoforganization,assessmentopportunitiesbecomeanaturalpartoftheprocessoflearning.Theprocessofmeasuringgrowthcanincludeassessmentsusedforsummativeandformativepurposes,authenticperformances,andthecognitive,affective,andpsychomotordomains.Theassessmentscoverseverallevelsofcognitivecomplexity,anduseavarietyoftoolsincludingportfolios,pre-andpost-tests,performancetasksandevents,constructed-response,andselected-responseitems.

Historically,therehavebeenseveralmethodsforjudgingthecognitivecomplexityofasetofcontent

standardsaswellastheassessmentsthatmeasurethem.SchemassuchasBloom’sTaxonomyhavebeenusedinthepastbyeducators.Whenstateswererequiredtodemonstratethecomplexityoftheircontentstandardsandthealignmentoftheirstateassessmentstothesestandards,though,twonewmethodsweredeveloped.Thefirst,developedbyAchieve,judgedthestandardsandtheassessmentsholistically.TheotherwasatooldevelopedbyNormanWebb,WisconsinCenterforEducationResearch,UniversityofWisconsin,calledtheWebbAlignmentTool.Becauseofthenatureofthistool,moststates(includingtheMichiganDepartmentofEducation)usedtheWebbtoolfortheirNCLB-requiredalignmentstudiestoshowalignmentbetweenthecontentstandardsandassessments.TheWebbAlignmentToolisusedtoensureassessmentsmeasurethecontentstandardsatthesamelevelofrigordictatedbythestandard.

8

LevelsofThinkinginBloom’sTaxonomy2andWebb’sDepthofKnowledgearerelatedtooneanother,asshowninFigure2.2.1

Figure2.2.1ComparisonofBloom’sTaxonomyandWebb’sDepthofKnowledge

2.2.1 Webb’sDepthofKnowledge(DOK)–DepthofKnowledgeisonepartoftheWebbalignmenttool

developedbyNormWebb.TheWebbAlignmentToolisusedtojudgethedepthofknowledgeofeachstandard,followedbythedepthofknowledge,rangeofknowledge,categoricalconcurrence,andbalanceofrepresentationofbothasetofstandardsandtheassessmentsthatmeasurethem.DepthofKnowledge(DOK)isthemostimportantofthesecriteriaforjudgingcognitivecomplexity.DOKisusedtojudgethecognitivecomplexityofstandardsandassessments.WebbdefinedfourlevelsofDOK:• Level1(Recall)includestherecallofinformationsuchasafact,adefinition,aterm,orasimple

procedure,aswellasperformingasimplealgorithmorapplyingaformula.KeywordsthatsignifyaLevel1include“identify,”“recall,”“recognize,”“use,”and“measure.”

• Level2(Skill/Concept)includestheengagementofsomementalprocessingbeyondahabitual

response.ALevel2assessmentitemrequiresstudentstomakesomedecisionsastohowtoapproachtheproblemoractivity,whereasLevel1requiresstudentstodemonstratearoteresponse,performawell-knownalgorithm,followasetprocedure(likearecipe),orperformaclearlydefinedseriesofsteps.KeywordsthatgenerallydistinguishaLevel2iteminclude“classify,”“organize,””estimate,”“makeobservations,”“collectanddisplaydata,”and“comparedata.”

• Level3(StrategicThinking)requiresreasoning,planning,usingevidence,andahigherlevelof

thinkingthantheprevioustwolevels.Inmostinstances,requiringstudentstoexplaintheirthinkingisaLevel3activity.Activitiesthatrequirestudentstomakeconjecturesarealsoatthislevel.ThecognitivedemandsatLevel3arecomplexandabstract.Thecomplexitydoesnotresultfromthefactthattherearemultipleanswers,apossibilityforbothLevels1and2,butbecausethetaskrequiresmoredemandingreasoning.Anactivity,however,thathasmorethanonepossibleanswerandrequiresstudentstojustifytheresponsetheygivewouldmostlikelybeaLevel3.

• Level4(ExtendedThinking)requirescomplexreasoning,planning,developing,andthinkingmost

likelyoveranextendedperiodoftime.Theextendedtimeperiodisnotadistinguishingfactorif

2 ATaxonomyforLearning,Teaching,andAssessing:ARevisionofBloom’sTaxonomyofEducationalObjectives.Anderson,L.W.,Krathwohl,D.R.,etal.(2001).

http://www.paffa.state.pa.us/PAAE/Curriculum%20Files/7.%20DOK%20Compared%20with%20Blooms%20Taxonomy.pdf

9

therequiredworkisonlyrepetitiveanddoesnotrequireapplyingsignificantconceptualunderstandingandhigher-orderthinking.AtLevel4,thecognitivedemandsofthetaskshould

behighandtheworkshouldbeverycomplex.Studentsshouldberequiredtomakeseveralconnections-relateideaswithinthecontentareaoramongcontentareas-andhavetoselectoneapproachamongmanyalternativesonhowthesituationshouldbesolved,inordertobeatthishighestlevel.Level4activitiesincludedevelopingandprovingconjectures;designingandconductingexperiments;makingconnectionsbetweenafindingandrelatedconceptsandphenomena;combiningandsynthesizingideasintonewconcepts;andcritiquingexperimentaldesigns.

Wherepossible,assessmentwritersstrivetowritemostoftheirassessmentitemsatDOKlevels3and4,althoughitemswrittenatDOKlevels1and2arealsonecessaryindevelopingawell-roundedassessment.

2.3NatureoftheAssessmentItems

TheMAEIAartseducationassessmentsarecomprisedofanumberofdifferenttypesofassessmentitems.Eachoftheseisdescribedbelow.Theitemtypesarelistedhereindescendingorderofimportancetotheoverallassessmenteffort,sinceonegoalofthisartseducationeffortwastocreateassessmentsthatmirrorandencourageauthenticinstructionatdeeplevelsofcognitivecomplexity.2.3.1 PerformanceTasks–Asusedinthisassessmentdesign,performancetasksarepromptsthatrequire

studentstospendmultipleclassperiods,weeks,ormonthsinpreparingaresponse.Thesetypicallyaremulti-partitemsandmayrequirestudentsresearchatopic,preparearesponse,developapaper,apresentation,and/oraperformance,andreflectonwhattheylearnedduringtheprocessofrespondingtotheprompts.ManyoftheseitemsareconstructedtomeasureperformancestandardsatDOKlevels3and4.

Performancetasksshouldbecomprisedofmultiplecomponentsthatculminateinafinalproduct.Fortheseassessmentitems,educatorsandstudentsshouldbeprovidedwitharubricaswellasexamplesthathavereachedthearrayofscores(Jackson&Davis,2000).Therubricshouldprovidesufficientdetailtoguidestudents’effortsinthetaskandsamplesofstudentworktoprovidemoreindepthexamplesforhowtoproceed.Forexample,studentsmightcreateanoriginalworkofartthroughthedesignprocessof

1. Identifyingaproblem2. Planningpossiblesolutions3. Testingsolutionstodeterminebest4. Refiningdesignthroughtheuseofaprototype5. Completingaworkthatresultsinthesolutionofthedesignproblem6. Exhibitingthefinishedproductforfeedback.

Theperformancetaskmayconsistofmultiplestepsalongtheway.Thus,achecklistmightbeusedtohelpguidestudentsincompletingallaspectsofthetaskand/ortoconveythemannerinwhichthesedifferentpartsofthetaskmaybescored.Bothtypesofchecklistsareusefulinhelpingstudentstodotheirbestonthesetypesofassessments.

2.3.2 PerformanceEvents–Theseareon-demandperformanceassessmentitemsthatrequirestudentstoconstructaresponseinaverybriefperiodoftime,withlittleornoadvancepreparationorrehearsal.Sometimes,thisisviewedas“firstdraft”workonthepartofthestudent.Aftertheirinitialperformance,studentsarealsogivenlittleornosubsequentopportunitiestoimprovetheirperformance.Theseassessmentsmayrequireaclassperiodorlesstoimplement.Studentsmayworkaloneorwithasmallgroupofotherstudents(e.g.,theperformanceofascenefromaplay)in

10

preparingandimplementingtheirresponses.Whensmallgroupsareassessed,individualstudentsstillreceivetheirownscores.TheseassessmentsarealsoatDOKlevels3and4.

2.3.3 Constructed-ResponseItems–Thisitemtyperequirestheindividualtocreatetheirownanswer(s)

ratherthanselectfromprewrittenoptions.Theseitemsareopen-ended,thatis,thereareusuallyseveralwaysinwhichtheycanbeansweredcorrectly.Responsesareoftenwritten,althoughtheyneednotbe,andeveninthecasewhentheyare,thesemaybeessays,charts,graphs,drawings,orothertypesofwrittenresponses.SuchitemsaretypicallyatDOKlevels2or3.Theseitemsareincludedinconjunctionwiththeotheritemtypes(e.g.,performancetasksorperformanceevents).

2.3.4 Selected-ResponseItems–Thisitemtypeincludesmultiple-choice,true-false,matching,andother

typesofitemsinwhichstudentsareprovidedwithavarietyofresponsesandstudentsselecttheanswerstothequestions,ratherthanconstructingtheirownresponses.

Manyassessmentsarecomprisedofasignificantnumberofselected-responseitems.IntheMAEIAartseducationassessment,thisitemtypewillbeusedonlyinconjunctionwiththeotheritemtypes(e.g.,performancetasksorperformanceevents).TheseitemsmeasurecontentatDOK1and2andcovercontentrequiredtorespondcorrectlytotheothertypesofitems.

SeeChapter4forexamplesofeachtypeofassessmentinVisualArts.

2.4AssessmentattheHighSchoolLevel At grades 9-12, the MAEIA assessments have been created to address different levels of past and

current participation in instruction in an arts discipline. Students participate in the arts for different reasons and durations, ranging from students who take a year of instruction to fulfill the one-credit Michigan high school graduation requirement to students who intend to study the arts in college and enter arts careers afterwards. Tasks and events were developed for this range of high school arts students.

o Level 1—Students who fulfill their one credit visual, performing, or applied arts (VPAA) high

school graduation requirement only, or who are in their first year of a multi-year VPAA program.

o Level 2—Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline.

o Level 3—Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline.

Note: If a student takes one year of instruction in one discipline (e.g., music) and then one year of instruction in another discipline (e.g., theatre), this student would participate in the Level 1 assessments in each discipline. While many assessments are written for two or more of these levels, teachers also have the flexibility to adjust the assessments to match the instructional levels of the students being assessed.

2.5UseofGraphics,AudioandVideointheAssessments

Becausetheartsaresomedia-rich,itisnaturalthattheassessmentswilluseavarietyofmediaintheassessments.Thepotentialmediatobeusedinclude:

• VideoandPhotography–Thismediumisusedtopresentcontentintheartseducationassessments.

Forexample,clipsofdanceorperformance,ascenefromatheatricaloravisualartsproductionare

11

used.Inthesecases,theclipsareshort(acoupleofminutesorless)andareavailabletodownloadfromawebsite.

• Audio–Thismediumisusedparticularlyinthemusicassessment,althoughaudiomightbepartofatheatreassessmentaswell.Again,theseaudioclipsmightbedownloadedfromawebsite.

• Printmedia–Particularlyinthevisualartsassessment,highqualityreproductionsarenecessary.Someoftheseareusedwithindividuallyadministeredassessmentitems,whileothersareusedwithgroup-administereditems.Thenatureofthereproductioniscarefullyconsidered.Forexample,someprintsarereproducedintestbooklets,whileothersmightbeprintsthateducatorsadministeringtheassessmentsneedtodownloadorpurchase.Someassessmentsusedigitalprojectionsofpromptmaterial.Inallcases,thequalityofthereproductionsisanissue–whetherreproducedinblack-and-whiteorincolor.

• Digitalmaterials–Digitalmaterialssuchasjpegs,mp3,mp4orvideofilesmaybeeasilyaccessibleandmayrequiretheuseofscreens,LCDprojectors,andMP3players.

• Capturingstudentresponses–Studentresponsestodance,music,andtheatreitemsmightbevideorecordedoraudio-recorded.Digitalstudentportfoliosareavailabletopreserveandmaintaindigitalevidenceandsamplingofstudentworkandperformance.Maintainingitindigitalformatwillpermitlaterscoringandifnecessary,re-scoring.

• UseofCopyrightedMaterials–Oneoftheissueswiththeuseofgraphics,audioandvideoisthatsomeofthebestexamplesmaybecopyrightedandpermissiontousethismaterialisrequiredunlessthematerialsarelocatedinthepublicdomain.Thisprojectobtainedpermissionstousecopyrightedmaterialsthatareshownintheassessmentbooklets.

2.6AccessibilityandAccommodations–UniversalDesign(UD)andEvidence-CenteredDesign(ECD)

Theprinciplesofuniversaldesignweretaughttoitemwriterssoastominimizetheneedforassessmentaccommodationsbyincreasingtheaccessibilityoftheitemsforallstudents,includingstudentswithdisabilitiesandEnglishlearners.Whileitwasimpossibletoavoidallaccessibilityissues,manywereeliminatedbycarefulattentiontothemannerinwhichtheassessmentitemswerewrittenandprovidedtostudents.Thissaid,itisalmostcertainthatsomestudents,thosewithSection504plans,IEPs,orEnglishlearners,willstillrequirecertainaccommodations.Theprinciplesofevidence-centereddesign(ECD)wereusedincreatingtheitems.ECDisatechniqueusedtoassurethattheitemsmeetthepurposesforwhichtheyaredesigned.Validityclaimsfortheitemsareestablished,thecharacteristicsoftheitemstobedevelopedaredescribed,andthentheitemsarecreatedtoaddressandshowevidencethattheitemstodemonstratetheseclaims.Thisisanitemtechniqueusefulforcreatingitemsforthefullrangeofstudentsandallcontentareas.

2.7 IssuesofBiasandSensitivityinArtsEducationAssessments

Carefulconsiderationinanyassessmentneedstobegiventoavoidingusingsensitivetopicsormaterialasthebasisoftheassessment,aswellastoassurethattheitemsarenotbiasedagainstanysub-groupofstudents.Eachoftheserequiressomestudyandreviewduringtheassessmentdevelopment,review,andfieldtestingprocess.Inordertoavoidsensitivetopicsforassessmentdevelopment,theMAEIAProjectManagementTeamdevelopedalistoftopicsandmaterialthattheassessmentdeveloperswouldavoidorwouldbesuretotreatwithsensitivity.

2.8AssessmentTimeandStructures

Theassessmentsthatwerecreatedcantakeseveralclassperiodstoadminister.Someoftheassessmentsaredesignedtobecarriedoutoutsideoftheclassroom,withsupportfromthecertifiedartseducatorsthroughouttheassessmentprocess.Forexample,outsidetheclassroommightbethroughadjudicationatfestivalsorthroughco-curriculumactivities.

12

Insomeoftheartsdisciplines,individuallyadministeredassessmentsorsmall-groupassessmentsare

used.Whilethelengthofeachoftheseassessmentsmaybeonlyafewminutes,thistimemayneedtobemultipliedtimesthenumberofindividualstudentsorgroupsofstudentsthatneedtobeassessed.

2.9PotentialAssessmentAdministrationProcesses

Itshouldbepossibleforthegroup-administeredassessmentstobegiventostudentsinoneortwoclassperiodsasanentireclassgroup.Theregularcertifiedartseducatorwillgivetheseassessmentstotheirclasseswhentheymeet.Theremaybetestbooklets/answerdocumentsneeded,ortheassessmentsmightbeadministeredonline(atthedistrictchoice).Inaddition,ancillarymaterialsmaybeneededtoadministertheseassessments,includingvisualartsmodelsorreproductions,specialtools(e.g.,drawingpencils),andsoforth.Digitalandprintmediamightbeneededfortheseassessments.Individuallyadministeredassessmentswillbemorechallengingtoadministertostudents,sincethetimeforassessmentismultipliedbyasmanystudentsasthereareinthegroupbeingassessed.Itissuggestedthatinsuchcases,thecertifiedartseducatorconducttheindividualassessments.Ifdoneduringregularclasstime,anadditionaleducatormightbeaskedtotakeovertheclass.Or,theindividualassessmentsmightbescheduledattimesoutsideofregularclassroominstruction.Thereisnomethodthatwillworkinallcircumstances.ItisanissuethateachschooladministeringtheMAEIAassessmentswillneedtoconsideranddetermine.

13

Chapter3

ContentStandardsfortheVisualArtsAssessment

ThischapterdescribesinsomedetailthecontentassessedintheMAEIAVisualArtsAssessments.ThisincludestheMichiganartseducationcontentstandardsandbenchmarksatthegrades3-8and9-12,theMAEIAperformancestandards,andtheNationalCoreArtsStandards.

3.1MichiganArtsEducationContentStandards

TheMichiganArtsEducationContentStandardsandBenchmarksforDance,Music,TheatreandtheVisualArts(1998)werefirstapprovedbytheStateBoardofEducationin1998.Theywerealignedtothe1994NationalArtsEducationStandards,partoftheseriesofvoluntarystandardsdevelopedbyeachofthecontentareasunderGoals2000.Theseestablishedtheexpectationsthatallstudentsshouldachieveinallcorecurricularsubjects,includingthearts.

In2011,theMichiganStateBoardofEducationapprovedarevisedsetofMichiganArtsEducationContentStandardsandBenchmarksandGradeLevelContentExpectations.InadditiontoprovidinglearningexpectationsattheK-8gradelevels,the2011revisionalignedtheMichiganStandardstotwonewsetsofguidelines:theartistic-creativeprocessasdescribedintheMichiganCreditGuidelinesfortheVisual,PerformingandAppliedArts(2006)and21stcenturyskillsofcriticalthinking,communication,collaboration,creativity;information,mediaandtechnologyskills;lifeandcareerskills.ApartnershipoforganizationsandstatesworkedtogetherastheNationalCoalitionforCoreArtsStandards(NCCAS)toleadtherevisionofthe1994NationalCoreArtsStandards(NCAS).NCASgoalsareconsistentwiththecorealignmentsthatdrovethe2011Michiganartseducationstandardsrevision.Therefore,whilebasedonMichigan’s2011ArtsEducationContentStandards,theMAEIABlueprintandAssessmentSpecificationsreflectscurrentthinkinginthefieldofeducationandthearts.TheNCASwasreleasedin2014.Thestandardsdescribewhatstudentsshouldknowandbeabletodoasaresultofaqualitycurricularartseducationprogram.NCCAShascommittedtodevelopingthenextgenerationofvoluntaryartseducationstandards,buildingonthefoundationcreatedbythe1994document.Inaddition,NCCASiscommittedtosupportingthe21st-centuryneedsofstudentsandeducators,helpingensurethatallstudentsarecollegeandcareerready,andaffirmtheplaceofartseducationinabalancedcorecurriculum.Inboththe1998and2011editionsoftheMichiganArtsEducationContentStandards,studentlearninghasbeenorganizedaroundthesefivestandardswhichareconsistentfordance,music,theatre,andvisualartsatallgradelevels:1. Studentsapplyartseducationskillsandknowledgetoperforminthearts.2. Studentsapplyartseducationskillsandknowledgetocreateinthearts.3. Studentsapplyartseducationskillsandknowledgetoanalyze,describe,andevaluateworksof

art.4. Studentsapplyartseducationskillsandknowledgetounderstand,analyzeanddescribethearts

intheirhistorical,social,andculturalcontexts.5. Studentsapplyartseducationskillsandknowledgetorecognize,analyze,anddescribe

connectionsamongthearts;betweentheartsandotherdisciplines;andbetweentheartsandeverydaylife.

14

Respondingtonationaleffortstostreamlinestandardsforeducators,theMichiganCreditGuidelinesfortheVisual,PerformingandAppliedArts(2006)organizedtheartistic-creativeprocessaroundthreestrands:Perform,Create,andRespond.ThefirsttwostrandsaligndirectlytoMichiganArtsEducationContentStandards1and2.TheRespondStrandencompassesMichiganArtsEducationContentStandards3-5.Itisnoteworthythattheartistic-creativeprocessisdescribedasiterativeandnon-linear.Studentsatthe9-12levelareexpectedtoidentifythecomponentsoftheprocessandtobegivensufficientopportunitiestoengageintheprocessmultipletimes.StudentslearnthroughthestepsofCreate,Perform,andRespondtosynthesizeinformationsothatitbecomespartoftheirembodiedknowledge,hencecreating“enduringunderstandings”andconnectedlearningacrossdisciplines.

3.2PerformanceStandardsAssessedintheMAEIAProject

ForthepurposesofidentifyingimportantartslearningfortheMAEIAassessmentspecificationsdevelopmentprocess,twosetsofwritingteamscomprisedofK-16dance,music,theatre,andvisualartseducatorsstudiedtheMichiganStandards,Benchmarks,andGradeLevelContentExpectationsinDance,Music,Theatre,andtheVisualArts.Theyidentifiedcommonalitiesandoverarchingideas.Theydiscussedwhatwasfundamentaltothelearningprocessesandwhattiedsomeofthestandardstogetherintermsofstudents’abilitiestobeabletodemonstrateknowledgeandskills.Theyalsodiscussedwhichover-archingideaswerefundamentaltodemonstratinglearningintheirrespectiveartsdisciplinesandtoreallyfunctionasanartistintheworld.TheyfoundtheframeofPerform,Create,andRespondhelpfulintermsoforganizingtheseideas.TheyworkedwithinthosetoidentifywhatarereferredtoinMAEIAdocumentsasperformancestandards.Performancestandardsarediscipline-specificandcondensetheMichiganMeritCurriculum’sfivecontentstandardsintothethreeoverarchingperformancestandardsofCreate,Perform,andRespond.TheseperformancestandardsweredevelopedtoserveasthebasisforMAEIAmodelassessmentsthatmeasurestudentproficiencyineachartsdisciplineateachgradespan-K-2,3-5,6-8,and9-12.Considerationsintheidentificationofperformancestandardsincluded:

○ Scopeandsequenceanddedicatedinstructionaltime○ Verticalandhorizontalalignmentatthegradespansfocusedontheartisticprocess○ Differentiationofthecurriculumforvaryingdevelopmental,social,cognitivelevelsaswellasfor

studentswithdisabilitiesandEnglishlanguagelearners.Therearecertainnuancestotheperformancestandardsthatareimportantineachartsdisciplinealongwithdisciplinespecificconsiderationstorememberwhendevelopingassessments.Theyarepresentedbelow. 3.2.1VisualArtsPerformanceStandardsThefollowingcommonunderstandingsaboutcreate,performandrespondguidedtheselectionoftheperformancestandardstobeassessedinvisualarts.

CommonUnderstandingsAbouttheArtisticProcesses

ofCreate,PerformandRespondinVisualArtsCreate• Placesanemphasisonthestudent’sabilitytosolveavisualartsproblemandmakenewworkwith

meaningthroughtheuseofspecificvisualtechniquesandmedia.• Demonstratesstudents’abilityto“generatepatternsofperception”(Gude,2013)and

15

communicatemeaningthroughtheskillful,innovativeanddevelopmentallyappropriateuseofaestheticpractices,materials,andtechniques.

Perform• Placesanemphasisonthestudent’sabilitytoapplymediaandtechniquewithspecificintentand

demonstratetheirunderstandingofvisualartsconcepts• Demonstratesstudents’abilityto“experience,investigate,andmaketheirownmeanings”through

visualsolutions(Gude,2013)throughclassroomprojectsthatare“designedtomirroractualaestheticpractices”.

Respond• Placesanemphasisontheuseofavarietyofmethodstoanalyzeanddescribeworksofartasthey

relatetoculture,time,career,space,place,andpersonalorcommunalhistory.• Encompassestheprocessesofcritique,evaluation,andrevisionstopersonalartwork.• Reflection,evaluationandcritiquesarecomparative,occurthroughoutproduction,andbecome

partofa“recursiveprocess”thatgeneratesnewideasthroughobservationandreflection,andthenleadtotheintroductionofothernewideas.(House,2008)

• Demonstratesthatastudents’abilitytoreflectcanbeprobedbyofferingstudentstheopportunityto:o QuestionandExplain–Studentsprovideinsighttotheprocessesusedtocreatetheir

individualworks.o Evaluate-Studentsevaluatethemselvesandtheworkoftheirpeers.

VISUALARTSPERFORMANCESTANDARDS

GradesK-5Create

1. Studentscanidentifyandapplyvarioustechniques,symbols,andmaterialstoachievedesiredeffectswhencommunicatingideasvisually.

Perform

1. Studentscanselectandapplymaterialsandprocesseseffectivelyandsafelywhileparticipatinginartmakingexperiences.

Respond

1. Studentscananalyze,describe,andconnecthowartismadeandthepurposeitservesacrossdisciplinesandlife.

Grades6-8Create

1. Studentscanconnect,collaborate,andcreativelyproblemsolvethroughtheuseofcriticalthinkingstrategiestocommunicateideasvisuallythroughtheeffectiveuseofavarietyofmedia.

Perform

1. Studentscandesignandsolveproblemsthroughtheuseofselectedmaterialsandprocesseswhileparticipatinginartmakingexperiences.

Respond

1. Studentscanidentifyandconnectcommonthemesthroughoutvisualhistorytomakebettersenseoftheworldtheyliveinandtobetterunderstandotherconceptsacrosscurriculums.Studentscanapplyasuccessfulvisualvocabularywhenexpressingtheirunderstandingofavarietyofconcepts.

Grades9-12

16

Create1. Studentscanapplythecreativeprocess,materials,andorganizationalprinciplestodevise

innovativeworksofartanddesignindividuallyandcollaboratively.

Perform1. Studentscanintentionallyselectandapplymaterialsandorganizationalprinciplestosolve

specificvisualartsproblems.

Respond1. Studentscananalyze,describe,andmakeconnectionsbetweenvisualartanddesignandother

disciplinesthroughouthistory,cultures,andeverydaylife.

17

Chapter4VisualArtsAssessmentSpecifications

4.1 DesignoftheVisualArtsAssessment–Throughavarietyofformativeandsummativeassessments,educatorscangaugestudentlearningandchartaneducationalcoursethatleadstostudentsuccess.IntheVisualArtsdiscipline,thisjourneycanbevisuallydocumentedthroughtheuseofacomprehensivestudentportfolioofwork.Usingaportfoliotochartstudentlearningcanshowaclearpathwayforstudentstoimproveastheyprogressintheirlearning(Stiggins,2007).Ongoingassessmentscantakemanyformsandshouldfitseamlesslyintoinstructionasa“diagnostictool,revealingwhatstudentshavelearnedandpointingout”bothstrengthsandweaknessesforeducatorstoaddress(Jackson&Davis,2000,p.65).TheMAEIAvisualartsassessmentsaredesignedwiththisinmind.Qualityvisualartsassessmentsexaminebothproductandprocessandareauthenticinnature.“Authenticassessmentmethodsconcentrateoncomplextasks”whichchallengesstudentstothinkbeyondtraditionalmethodsofquizzesandtests”(Jackson&Davis,2000,p.56).IntheVisualArtsthisincludes“alternativeassessmentproceduresthatareperformance-based”andgiveopportunitiesforstudentsandeducatorsto“discussorclarifyresponsesasonewoulddoinreallife”(Armstrong,1994,p.110).Theseapproachesencouragestudentstoself-assessoftenandfocusontheirownstrengthsandweaknesses,withinstructionandguidanceonhowtoachievepersonalgoalsandobjectives.Theassessmentmethodshavebeenselectedtoevaluatestudentunderstandingoflearningobjectives,aremeasurable,andreflectevidenceofstudentfamiliarity,mastery,andenduringunderstandings(Jackson&Davis,2000).Themoredifficultaspectsofstudentlearningtoassessaremetacognitiveskillsthatshowtheknowledgeofstudents’ownstrengthsandweaknesses,attitudes,andtheabilitytousethosetoachievepersonalgoalsandobjectives(Beattie,1998).Asstudentsprogressthroughgradelevels,theassessmentswillreflectamoresophisticatedsetofpromptstobeanswered.Thedemandsofthedisciplineinthecontentstandardsandbenchmarksincludetheproductionanddisplayofphysicalworksofart,aswellastheabilitytocritiqueandrespondtoworksofartmadebyself,peers,andartiststhroughouthistory.Attheelementarylevel,whilethereismoreinstructionsurroundingtheabilitytoidentifyandapplytheelementsandprinciplesofdesign,thesecomponentsarenottheemphasisofalllessons.Theelementsandprinciplesofdesignareusedasvisualvocabularytodiscusstheformalqualitiesofaworkofart,aswellastoassesscompositions.Theartsstandardsareoftenbroadinnatureandallowforflexibilitytoreflectthecultureandvalueswithinacommunityofeducatorsandlearnersbutthereisnotonecommoncurriculumorsetofassessmentsusedacrossdistricts.Keepingthatinmind,assessmentsofferedinanystatewidesystemshouldallowforflexibilitybeyondonespecificcurriculum.Instead,thefocuswouldbeonthecapacityofstudentstoexpressoverallfamiliarity,mastery,andenduringunderstandingsintheVisualArtsusingassessmentitemsthatauthenticallyaskstudentstorespondtoitemsthatreflecttheirunderstanding(Jackson&Davis,2000).Anauthenticvisualartsassessmentcouldconsistofaperformancetask(apainting,sculptureorotherartwork)withanaccompanyingconstructed-responseinwhichthestudentcouldexplainthework,andselected-responsesitemsthatquestionastudent’sadditionalunderstandingsaboutprocess,content,orcomposition.Bycreatingassessmentsthatrequirestudentstoaddresssimilarunderstandingsindifferentways,educatorscangetamoreholisticdiagnosisofstudentachievement.Performancetasksaregenerallymulti-stepprocesses,requiringpreparationandrevision,andarecompletedwithcritiqueorreflection(Armstrong,1994).Performancetasksallowstudentstodelveintotheirpriorknowledgeandapplywhathasbeenlearnedtorealworldsituations(Jackson&Davis,2000).Performancetasksaskstudentstouseskillsthathavebeenobtainedoverthecourseoftheirstudyin

18

ordertocompletetheitemoritemsbeingassessed.Likeaportfolioreview,aperformancetaskcanallowstudentstoinclude“initialdrafts,sketches...artworks”and“assessrealstudentwork/realperformance;arenotsimplyshortanswerstostandardizedtestquestions”(http://www.p12.nysed.gov/guides/arts/partIII1.pdf).Whenmakingart,artistsexperiment,edit,reflect,andrevise.Whenadaptingthisprocesstotheclassroom,self-assessmentencouragesstudentstoevaluatetheeffectivenessoftheirartandreviseaccordingly.Thistypeofinwardreflectioncanpositivelyimpactstudentmotivationandownershipoflearning.Self-assessmentsaremeaningfulforanyagegroup,eventheyoungestoflearners(Bingham,Holbrook&Meyers,2010).Educatorsnowhavemanydigitaloptionsforstoringworkingportfoliosandassessmentsoverthecourseofoneormanyyearsduringastudent’seducationcareer.Avideoofanelementaryartcriticismclassroomdiscussioncouldallowaneducatortoassessstudents’verbalobservationofformalproperties,makingcomparisons,respectingopinionsofothers,andprovidingreasonsforone’sopinions(Armstrong,1994).Educatorsshouldconsidertheresultsoftheassessmentschosenwhenplanningcurriculumandselectingteachingstrategies.Schoolsshouldestablishanassessmentsystemthatprovidesregularfeedback(Marzano,2003).Howthatmightlookinavisualartsclassroomdependsonthefrequencywithwhicheducatorsseestudentsandhowtheschool’sartseducationprogramisstructured.Inagoldstandardprogram,assessmentfeedbackisgivenatleastquarterly.Itmaynotbepossibleforcertifiedvisualartseducatorswhodonotseestudentsonadailybasistomeetthisexpectation.Effective,appropriate,andaccurateassessmentsoflargenumbersofstudentscanbeachallenge.Theassessmentsthatareemployedinthevisualartsclassroommaybeusedasatouchstoneforartsprogrammingandinformdistrictsofprofessionaldevelopmentneeds,aswellasdemonstrationofstudentunderstandingandgrowth.InFairfaxCountry,VA,artsassessmentsarenotusedtoevaluatestudents,butrathertoinformeducatorsanddistrictswithdatatohelpshapeprogrammingthatcoordinatesandcarriesoutthetenetsof21stCenturyteachingandlearning.Maiers,Angela,(2011)ArtsAssessments.Thisdocumentiswrittenwiththe“goldstandard”ofvisualartsprogramminginmind.

4.2 DescriptionoftheVisualArtsAssessments–Theseveraltypesofassessmentstobeusedinassessingstudentsinthevisualartsaredescribedandillustratedbelow.PerformanceTasksPerformancetasksshouldbecomprisedofmultiplecomponentsthatculminateinafinalproduct.Fortheseassessmentitems,educatorsandstudentsshouldbeprovidedwitharubricaswellasexamplesthathavereachedthearrayofscores(Jackson&Davis,2000).Therubricshouldprovidesufficientdetailtoguidestudents’effortsinthetaskandsamplesofstudentworktoprovidemoreindepthexamplesforhowtoproceed.Forexample,studentsmightcreateanoriginalworkofartthroughthedesignprocessof

1. Identifyingaproblem2. Planningpossiblesolutions3. Testingsolutionstodeterminebest4. Refiningdesignthroughtheuseofaprototype5. Completingaworkthatresultsinthesolutionofthedesignproblem6. Exhibitingthefinishedproductforfeedback.

Studentswhocompleteaperformancetaskmaydosooverseveraldaysorweeks.Thetaskmayconsistofmultiplestepsalongtheway.Inthevisualartsclassroom,itmaylookliketheprocessofcreatingaworkofartfrominceptiontoexecution,presentation,reflectionandself-assessment.

19

Whenassessingaperformancetask,educatorsshouldlookatdesiredskillsandattributessuchas:• Composition• Craftsmanship• Creativity• CommunicationofContentThecriteriaforevaluationshouldbedescribedintherubric.Itshouldbespecificandmeasureableforeachdimension(http://sharepoint.nbps.org/Meritas/Meritas%20Art%20Awards%20Rubric.pdf).Assessmentsbasedonspecificconceptsshouldallowalsoforartcriticismandreflection.Performancetasksthatstudentscompleteinthevisualartscouldconnectacrossthearts(dance,theater,music)aswellasothersubjects.Bythinkingandworkingasartists,studentswillexperienceavarietyofmediaandartforms.Studentsasperceiversofartcanfindmanywaystoseeandthinkaboutartintheirdailylives(Stewart&Katter,2009).

Table4.2.1SampleVisualArtsPerformanceTask

CreateGrade8

MAEIAAssessmentV.T306DesignaChair

Forthisassessment,studentswilleachdesignandbuildasmall(aboutsixinchestall)modelofachairusingcardboard,paint,andcommonlyfoundobjectsandcraftitems.Thechairwillbedesignedforanactionfigureorsmalltoythatisbetween6"and12"tall(teacherprovidedorstudentsbroughtfromhome).Thegoalwillbetousethedesignprocesstocreateafunctional,ergonomicchairfortheactionfigureorsmalltoyselected.• Day1willbeusedforawrittenassessmentofthestudents’recognitionandinterpretationofvisual

characteristicsandorganizationalprinciples.• Days2–3willbeforconstructionofthechairs.• OnDay3,studentsmaybegintopainttheirchairs.• Day4willbeforthefinalcoatsofpaintandfinishingtouches.• Day5willbefortesting,orreflectingonthechairs.

20

Table4.2.2SampleVisualArtsScoringRubricforMAEIAAssessmentV.T306

DesignaChairCreateGrade8

Dimension 1 2 3

Empathize,Define,andIdeate

Studentdefinedoneproblembasedontheneedsoftheuser.Studentbrainstormedonesolution.

Studentdefinedtwoproblembasedontheneedsoftheuser.Studentbrainstormedtwosolutions.

Studentclearlydefinedthreeormoreproblemsbasedontheneedsoftheuser.Studentbrainstormedthreeormoresolutions.

Prototype

Studentusesthedesignprocesstocreateachairthataddressessolutionsforoneneedoftheuser.

Studentusesthedesignprocesstocreateachairthataddressessolutionsfortwoneedsoftheuser.

Studentusesthedesignprocesstocreateachairthataddressessolutionsforthreeormoreneedsoftheuser.

MaterialsandProcesses

Thereisnoevidenceofanefforttosolvethedesignproblemthroughselectionofvaryingqualitiesofmaterials,techniques,mediatechnologyandprocesses.

Thereissomeevidenceofanefforttosolvethedesignproblemthroughselectionofvaryingqualitiesofmaterials,techniques,mediatechnology,andprocesses.

Thereisclearevidenceofanefforttosolvethedesignproblemthroughselectionofvaryingqualitiesofmaterials,techniques,mediatechnology,andprocesses.

TestingandReflect Studenttestedthechairbutdidnotidentifywhatworkedorwhatdidn’tworkinthechair.

Studenttestedthechairandidentifiedwhatworkedandwhatdidn’tworkinthechair.

Studenttestedthechairandclearlyidentifiedwhatworkedandwhatdidn’tworkinthechair.

District(emailfromAmyMee,2013),andBHSVisualArtsRubric(http://sharepoint.nbps.org/Meritas/Meritas%20Art%20Awards%20Rubric.pdf))PerformanceEventsPerformanceeventsareitemsthatreflectunderstandingofastageoraspecificcomponentintheprocessofcreatingaworkofartandtakelesstimetocompletethanaperformancetask.Theymaybefinishedworksofartorhighlightaspecificstageinartproduction.Aperformanceeventasksstudentstocompletetheassessmentactivityina30-60minutetimeblock.Forexample,astudentmaybeaskedtocreateasetofthumbnailsketchesthatrepresentaseriesofemotions.Throughtheuseoftheelementsandprinciplesofdesign,studentswouldbeabletoconjuresmalldrawingsthatevokeanarrayofemotionsthroughtheuseofvisualchoices.PennStateUniversityLaureateandCeramistChisStaleyexplainsinavideoseriescreatedfortheUniversitythatwhengrading

21

art,fourmaintargetscanbeevaluated(Marshall,2012).Inturn,whenassessingaperformanceitem,educatorsshouldincludethesetargetsintheirrubricforevaluatingstudentwork:• Composition• Craftsmanship• Creativity• CommunicationofConcept

Table4.2.3

SampleVisualArtsPerformanceEventRespond

Grades9-12

MAEIAAssessmentV.E413DreamHouseDesign

Studentsdesignadreamhousethroughaseriesofquicksketches.Theyareaskedtoaddressthepracticalfunctionsofahouse,aswellas“qualityoflife”features,suchasactivityspacesandexcitingorattractivedesignfeatures.

Table4.2.4SampleVisualArtsScoringRubricforV.E413DreamHouseDesign

RespondGrades9-12

Dimension 1 2 3 4Creativity(Form)Applythecreativeprocesstoproblemsolvewithinsightandreason.

Thestudent’sideaslackcreativity.Veryfewnewideas;re-hashofconventionalthinking;ideasclichéd.Unabletotakearisk.

Thestudent’sideasaresomewhatcreative.Somenewideasaregenerated.Followstypicalorconventionalstylesandplansofhouses.Allspacesaregeometricshapes,i.e.,squaresandrectangles.Rarelytakesarisk.

Thestudent’sideasarecreative.Recognizesconventionalthinkingandcomesupwithsomealternatives.Someconsiderationofunusualgeometricspaceshapes,orsomeuseoforganicspaceshapes.Takessomerisksinform,style,and/orcontent.Includesafew“qualityoflife”features.

Thestudent’sideasareunusuallycreative.Recognizesconventionalthinkingandcomesupwithmanyalternatives.Unusualuseofshapeincludessignificantuseoforganicshape,notsolelygeometricshapes.Includesalargenumberofinnovativeor“qualityoflife”featuresbeyondthepracticalfunctions.Takesrisksinform,style,and/orcontent.

22

Dimension 1 2 3 4

DesignSolutions(Function)Allparametersofproblemareconsidered.Practicalconsiderationsofeverydaylivingareaddressed:sleepingareas,bathrooms,diningareas,lighting,movement,doors,hallways,andergonomiclayout.

Lessthantwopracticalfunctionsofthehouseareconsidered.Layoutismostlyawkwardorill-conceivedforeverydayuse,suchasnobathroomnearbedrooms,kitchentoonearbedroom,noisyareasnearsleepingareas,etc.

Lessthanfourpracticalfunctionsofthehouseareconsidered.Layoutissignificantlyawkwardorill-conceivedforeverydayuse,suchasnobathroomnearbedrooms,kitchentoonearbedroom,noisyareasnearsleepingareas,etc.

Fourorfivepracticalfunctionsofthehouseareaddressed,includingessentialfeaturesofbathrooms,sleepingareas,andkitchenarea.Mostfeaturesarewellplannedforpracticalconsiderations.

Asignificantnumber(sixormore)ofpracticalfunctionsofthehouseareaddressed,suchaswindows,doors,andfurnishings.Includesincorporationoflandscapefeaturesandothers,suchasaccessbycarorwalking,bathrooms,kitchen,anddining,andsleepingareas.Allfeaturesarewellplannedforpracticalconsiderations.

PlanningDocumentsshowacompletevisioninmultipleviewsandformsforaviablesolutiontoproblem.

Singleviewofthehouse;minimalornolandscapefeatures.

Twoviewsofthehouse;minimalornolandscapefeatures.

Threeviewsofthehouse;mostspacesclearlylabeled;minimalornolandscapefeatures.

Multipleviewsandformsareused(threeormoreviewsofhouse);allspacesclearlylabeled;includesmultiplelandscapeorothercontextualfeatures.

Constructed-ResponseItemsConstructed-responsesforvisualartsstudentsmeasurethestudents’capacityandabilitytoeffectivelycomposeresponsestoassessmentactivitiesbyapplyingverbaland/orvisualliteracyskills.Compareandcontrastquestionsonvariousartmovements,materials,processes,orspecificworksofartareonetypeofconstructedresponsequestion.Forexample,studentscouldbeshowntwoworksbytheartistPabloPicasso(onepaintingfromhisBluePeriodandoneofhisCubistcollagepaintings)andaskedtocomparetheworksbysubjectmatter,materialsused,compositionalqualities,orhistoricalsignificance.Inthisinstance,studentswouldbeaskedtoevokeastronglevelofvisualliteracywhenapplyingvocabularyandconceptstorespondtohowtheworksaresimilarand/ordifferent.

Table4.2.5SampleConstructed-Response

PerformGrade5

23

MAEIAAssessmentV.T203CreatingDigitallyAlteredBackgroundImages

SampleConstructed–Response

1. Givethreeexamplesofhowdigitalcamerasandcomputerscanbeusedtoalterthecontentofan

image.

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

Whenassessingstudents’responsestotheseitems,educatorsshouldlookatthedimensionsshowninthecorrespondingrubricforMAEIAAssessmentV.T203.

Table4.2.6SampleTeacherScoringRubricforConstructed-Response

PerformGrade5

Dimension 1 2 3 4

ProvidingExamples Studentprovidesoneexample.

Studentprovidestwoexamples.

Thestudentprovidesthreeormoreexamplesofhowthistechnologychangedthewaysinwhichphotographerscanalterphotographs.

Onepotentialassessmentitemthatallowspersonalreflectionthroughaconstructed-responseisMAEIAV.E310Monuments.Inthisassessmentstudentsareaskedtoviewexamplesofmonuments,chooseoneexampleandwriteashortinterpretationofit.Theythencreateadrawingoftheirownideaforamonument,designedtoreflectastyleandcultureoftheirchoiceandwriteareflectionontheintentoftheirdesign.

Table4.2.7SampleVisualArtsPerformanceEventwithEmbeddedConstructed-Response

24

RespondGrade6MAEIAAssessmentV.E310

MonumentsStudentsviewsixexamplesofmonumentsfromavarietyofculturesthroughouthistory.Theychooseoneexampleandwriteashortinterpretationofit.Theythencreateadrawingoftheirownideaforamonument,designedtoreflectastyleandcultureoftheirchoice.Afterward,theywriteashortreflectiondescribingthecultureandtheintentoftheirdesignbyrespondingtothefollowingquestions:

1. Whatcultureorsocietyisyourmonumentfor?2. Wherewillyourmonumentbebuilt?3. Howdoesthewayitlooksreflectthecultureorsociety?4. Whatisthefunctionorpurposeofthemonument?

Table4.2.8SampleVisualArtsScoringRubricforV.E310Monuments

RespondGrade6

Dimension 1 2 3 4

Form—PhysicalMaterials/BuildingMethodsAssociateswithmeaninginfourways:1. Approximateage/era2. Approximate

location/place3. Economic/technological

resources(industrialorpre-industrial)

4. Meaningsbasedonmaterials

Form—SocialContentAssociatesforms,images,and/orshapeswithmeanings:nationality,events,orother.Function—UsesDescribesauseoruses:memorial,ritual,inspirational,orother.

TherearenoassociationsfromthelistsintheFormorFunctiondimensions.

ThereisoneassociationwithformorfunctionfromthelistsintheFormorFunctiondimensions.

TherearetwoassociationsfromthelistsintheFormorFunctiondimensions.

TherearethreeormoreassociationsfromthelistsintheFormorFunctiondimensions.

25

Reflection Oneofthefourquestionsareaddressed,ortheanswersclearlydonotcorrespondtothedrawinginanyway.

Twoquestionsareaddressedandclearlycorrespondtothedrawing.

Threequestionsareaddressedandclearlycorrespondtothedrawing.

Allfourquestionsareaddressedandclearlycorrespondtothedrawing.

Selected-ResponseItemsSelected-responseitemsconsistofaquestionwithavarietyofpredeterminedresponses,oneofwhichiscorrect.Multiple-choiceitemsarethemostcommontypeofselected-responseassessment.Whenquestioningstudentsthroughtheuseofselected-responseitemsintheVisualArts,oftentimesitistocheckforunderstandingoffacts,contentknowledge,orprocesses(DOK1and2)buttheseitemsmayalsobeusedtodifferentiate,compare,orhypothesize(DOK3).Studentscouldrespondtoanimage,awrittenquestion,oracombinationofboth.Questionscouldaskstudentsaboutspecificuseoftheelementsandprinciplesofdesign,artists,artmovements,applicationofmaterials,useoftechnologies,aswellasinterpretationofsubjectorstyle.

Table4.2.9

SampleSelected-ResponseRespond

Grades9-12

MAEIAAssessmentV.E413DreamHouseDesignSampleSelected-Response

1. Whichofthefollowingisanexampleofadesignthatcombinesformandfunction?

A.

http://www.fotopedia.com/items/flickr-2763228213

B.

ModulusLoungeChairbyAndyGregg,usedwithpermission.http://www.bikefurniture.com/

C.

http://www.flickr.com/photos/duchamp/28640948/

D.

26

MAEIAAssessmentV.E413DreamHouseDesign

SampleSelected-Response

TheRosaParksBus”©byTheHeidelbergProject,

www.heidelberg.org.2. Whichofthesearenotnecessaryfunctionalfeaturesofhomedesigns?

A. Thebathroom

B. Thekitchen

C. Bedroomsuites

D. Sleepingarea

Thistypeofquestioningisaskingforstudentstorecallandapplyinformationgainedthroughaninvolvementinthevisualartsclasstospecificsetsofpromptsthathavepre-setanswersprovided.

4.3 RangeofContentforAssessingVisualArts–Studentsinthevisualartsaretobeassessedwithincreasinglymorechallengingitemsastheygrowindevelopmenttoreflectknowledgeandskillsdevelopedthroughqualityinstructionintheclassroom.Becauseofthesubjectivenatureofart,whenstudentsareaskedtocompleteperformancetasks,performanceevents,andconstructed-responseitemsandreflectontheirwork,theemphasisshouldbeonthe“rigorousinvestigationandinformedpersonalchoices”ofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky,2008,p.14).StudentswillbeassessedingradesK-2,3-5,6-8,and9-12usingitemsdevelopedtoassesstheperformancestandardsofcreate,perform,andrespond,alldelineatedfromtheStateofMichigangradelevelexpectationsofperform,create,analyze,analyzeincontext,andanalyzeandmakeconnections.AsaresultofcompletingtheMAEIABlueprintandassessmentitems,educators,students,andthegreaterschoolcommunitywillbeabletogainabetterperspectiveofVisualArtsperformancebyexaminingboththeschoolartseducationofferingsandstudentachievement.Studentsatallgradelevelsparticipatinginthevisualartsareabletoperformandparticipateinactivitiesthatwillhelpthem“movebeyondthe‘Ilikeitthatway’statementastheyareencouragedtoreflectontheirownandtheworkofothers,”bydevelopingtheabilitytoarticulateobservationswiththeappropriatevocabularytosupporttheirthoughts(House,2008,p.49).Inaddition,visualartsstudentsshouldbuildportfoliosofworkthatshow“evidenceofacreativelyfertileandinquiringmind(s)”predominantlythroughvisualswiththeaccompanimentofartiststatements(Colston,2008,p.116).Inordertoassessthistypeofcapacityinastudent,visualartsassessmentsmustbeactiveinnatureandallowstudentstoexecutebothlong-termandshort-termartmakingtasksandevents,aswellasencouragestudentstoengageinthediscussionabouttheirownworkandtheworkofothersthroughconstructedandselected-responseitems.Throughout,studentsshouldbeinvolvedwithlookingattheirownportfolioofwork,curatingits’contenttodemonstratelearning,andexpressthatthroughwritingorvisualresponse.Thecontentoftheassessmentsshouldoverlapasmuchaspossibleinordertogetafullrangeofwhatstudentsunderstandandcandemonstratetheirabilitytoperform,create,andrespondinthevisualarts.Ineachofthegradelevelassessmentsshowninfigures5.2.1to5.2.4thereareitemsthatintersectoroverlapincontentorprocess.Forexample,inthegrade5suggesteditems,studentscreatepreliminarysketchesthatconveyunderstandingsofelementsandprinciplesofdesigninaperformanceeventthatcanthenbeusedlaterfortheperformancetaskthatasksstudentstocreateaworkofartbasedonapersonal

27

experience.Thistaskisreflecteduponinaconstructed-responseiteminwhichstudentsaretogiveanartiststatementthatreflectsontheformalqualitiesoftheworkaswellasotherpossiblesolutions.Withintheseseparateitems,studentsarebeingaskedtoperform,create,andrespondaroundasimilartopic,helpingbotheducatorsandstudentsexamineitemsfrommultipleperspectivesbecause“learningisenhancedwhenstudentsarepresentedwithtasksthataresimilarenoughforthemtoascertaintheirsameness”(Marzano,2003,p.112).Thisoverlapofcontentinassessmentitemsholdstrueforeachofthegradelevelsbeingaddressedinthisdocument.Becauseoverlapofcontentisencouragedinthevisualartsassessment,itemsmaycontaincontentfrommultipleexpectations.Forexample,whenstudentsarebeingaskedtorespondtoworksofarttheyhavemadeorworksthathavebeenmadethroughouthistory,studentsmayrelyontheirexperienceandunderstandingoftheperformancestandardsofperformandcreatetoanswertheitems.Inthesamerealm,studentsbeingaskedtoperformorcreateinthevisualartsmayreflectontheprocedurallearningandmodifyprocessesbasedonworktheyhaverespondedtothroughtheexaminationandpracticeintheclassroom(Marzano,2003).Thisbackandforthbetweencontentknowledge,procedure,andapplicationcanbeanaturaloccurrenceinthevisualartsdisciplinebecauseitallowsstudentstheopportunitytodemonstratemetacognitivecontrolthroughshowingmasteryoverthecomponentskillsandtheircomplexinteractionswhenappliedthroughaprocess(Marzano,Pickering,&Pollock,2001).Asstudentsevolvethroughtheireducation,thetasks,events,constructed,andselected-responsesitemsshouldreflectanincreaseinabilitytodemonstrateproficiencyinthevisualarts.GradesK-5Inkindergartenthroughgradefive,creationisatthecoreofvisualartsinstruction.Childrenexperimententhusiastically,exhibitasenseofjoyandexcitement,andlearntomanipulatewiththeirhandsandmindswhileexploringthevisualworld.Whenoutlinedinthegradelevelcontentstandardsandbenchmarksinthevisualarts,studentslearntoworkwithvariousmedia,toolsandprocessesasskillsaredevelopingforstudentstoexpresstheircreativitythroughvisualizations.Studentsinvolvedinvisualartscurriculumovertimegrowintheirabilitytointerpret,evaluateandrespondtoart;therefore,studentassessmentsbytheendofgradefiveshouldfocusontheemergingdevelopmentofaportfoliofromtheoutcomeofstudiolessons,aswellastheapplicationandunderstandingofartconceptsthatincludeperform,create,andrespond.Contenteligibleforuseunderthegrade5visualartsassessmentincludeitemsthatdemonstratestudentunderstandingofsafeuseofmaterialstocreateartworkinavarietyofmedia.Thismayincludepencil,paint,clayandothersculpturematerials,cutpaper,pastels,anddigitalmedia.Artworkshouldreflectanunderstandingoftheapplicationoftheelementsandprinciplesofdesign.Forexample,studentscoulddemonstratethisthroughthemanipulationofmediatoshowdepthina2-Dworkusingshading,overlapping,andthebeginningelementsofperspective.Atgrade5,studentswouldnotbeexpectedtohavemasteredthemediachosennorits’manipulation,butinsteaduseitatanemerginganddevelopingskilllevel.Inthecreationofadrawingorpaintingusingavaluescalethroughshading,forexample,acompleterangefromlighttodarkmaynotbeachieved.Instead,tobeconsideredproficient,studentswouldshowunderstandingthroughtheapplicationofsomekindofrangefromlighttodarktodemonstratethebeginningunderstandingsofhowalightsourceimpactswherethelightordarkvaluesexistwithinacomposition.Thissameexpectationofunderstandingcouldbeappliedtoothermedia,conceptualknowledgeoftheelementsandprinciplesofdesign,aswellasworkcreatedbyavarietyofartiststhroughouthistory.Specificcontentreferencedshouldbeflexibleandreflectthecultureoftheschoolcommunityaswellasbothtraditionalandemergingpracticesinvisualartsinordertoproperlyengagethestudentbeingassessed(Melaville,Berg,&Blank,(http://www.communityschools.org/assets/1/AssetManager/CBLFinal.pdf).

Grades6-8Asstudentstransitiontogrades6-8,itshouldbe“recognizedthatyoungadolescentsarenotsimplyolderK-5levelstudentsnoryoungerstudentsingrades9-12,butthattherearedramaticchanges

28

thatoccurduringthis“timeoflife”whichimpacthowstudentslearnandprocessinformation(Armstrong,2006).Sincestudentsaregoingthroughphysical,social,hormonal,andemotionalchangesduringtheyearsspentingrades6-8,itisimportantthatcurriculumisflexible,personalized,andactiveinnature(Armstrong,2006).Thesamecanbeappliedtotheassessmentsgiventostudentsdemonstratingtheircapacityatgrade8inthevisualarts.Accordingtothevisualartscontentstandardsandbenchmarks,studentsingrades6-8shouldbeabletoselectthemedia,techniquesandprocessestogenerateideasforartisticexpression,analyzewhatmakesthemeffectiveincommunicatingideas,andreflectupontheeffectivenessoftheirchoicesandthechoicesofothers.

Onewaytodevelopskillsisthroughpractice.Asketchbookcanprovideaplaceforstudentstopracticeandworkthroughideasasthey“consideroneormoreissues,forms,orideasthroughcritical,historical,andaestheticinquiry;visualexaminationandnotetaking;personalreflection;andcreativevisualexpression”(Anderson&Milbrandt,2005,p.173).Sketchbookscouldbeusedasaformativeassessmenttoolincoordinationwithportfoliodevelopment.Bygrade8,studentsparticipatingintheVisualArtsshouldhaveaportfoliothatdemonstratesthedevelopmentoftheseskillsovertime.Studentportfoliosshouldcontainworkthatculminatesfromtheevolutionofdemonstratingemergingabilitiesandunderstandingstoamoresophisticatedapplicationofbothchosencontentandappliedmediathathelpillustratethestandardsofperform,create,andrespond.

Contentappropriateforuseinthegrades6-8assessmentitemswerecreatedtoshowamorecomplexunderstandingandagreatercapacitytocreate,perform,andrespondinthevisualartsthanthegradesK-2,3-5,6-8and9-12assessments.Toreflectthechangingnatureofadolescents,assessmentitemsareopenforstudentinterpretationandultimatelyallowthecreativeexpressionandchoiceofthestudenttodrivethedirectionofthefinalworkscreated.Byofferingstudentstheabilitytospendalongeramountoftimeparticipatinginsimilarthemedactivitiesthatbuildintoapersonallyreflectivework,thisassessmentisbothdevelopmentallyappropriateandchallengingforthisagegroup.Thistypeofassessmentitemoffersbothstudentsandeducatorsagoodunderstandingoftheirperformancelevelwhencompletebecauseitusesmultipleperformancestandardswithinthetotalityofthetask.Becausestudentsaredifferent,itisnotexpectedthatallstudentswillcreatethesameworkinthesameway.Thisiswherethedevelopmentofaportfolioisimportant.Insteadofgettingoneactivitytoworkononeday,aportfoliooffersbothstudentsandeducatorsamoredevelopedunderstandingofhowindividualstudentshaveprogressedovertimeandmeasuresstudentgrowthagainsttheindividualstudentinsteadofagainstanideal(Colston,2008).Withthatinmind,contentusedforthegrades6-8assessmentsshouldbeflexibletoreflectstudentinterests,aswellasthecommunityinwhichtheyexist.HighSchoolOncestudentsreachhighschool,visualartscontentexpectationsdemandmoreofthembothintheirabilitytodemonstratemasteryofmaterialsandthecommunicationofintendedcontent.Inaschoolwitha“goldstandard”program,visualartsstudentswhocompleteallthecourseworkshoulddemonstratecompetenceinallstrands,butmayexcelinoneormultiplestrands.MasteryofthematerialsdependsonexposuretothevariousmediaoverthecourseoftheirK-12educationandshouldbeaconsideredwhenevaluatingprogressineachdistrict(Chapman,1978).Studentsinhighschoolwhoareparticipatinginthevisualartsassessmentshoulddemonstrate,throughtheuseoftheirportfolios,evidenceofmasterythatincludestheplanning,research,andexecutiontocompleteavarietyofitems.Theyshouldalsodemonstrateunderstandingandapplicationofvocabulary,arthistory,andconceptsthroughtheperformanceeventsandtasksembeddedintothemakingofart.Brainstorming,sketches,critiques,andfinalartworkareallapartofthestandardsofperformandcreatethatarecategorizedaseventsandtasks.Atthislevel,proficiencyinrespondingtoaworkofartisshownbyastudent’sabilitytoapplyresearchandcritiquetechniquestoanalyzeartincontextusingcorrectterminology.Studentsarealsoabletoparticipateingroupcritiques,makepresentations,researchtheroleofartanddesign

29

throughouthistory,anditsapplicationinmodernlifeandpotentialcareerpaths(McDonald,R.E,&Healy,S.D.,1999).Theperformancestandardofrespondmaybestbemeasuredattimesusingconstructedorselected-responseitems,suchaswritinganessayaboutanartistormakingapresentation(bothconstructed-responses)ormatchinganartisttoaworkofart(selected-response).Contentappropriateforuseinvisualartsassessmentatgrades9-12reflectsabroadscopeofmaterialsandcontentusedtocommunicatevisuallythroughthecreationandexaminationofart.Studentscoulddemonstrateaprogressioninlearningthroughtheuseofaformativeandsummativeportfoliothatincludessketchesandplanningaswellas“collectionsoffinishedproductsthatgiveindicationsofabilities”(Gruber,2008,p.44)Bygivingmorelocalcontroltoeducatorsandstudentstodeterminecontentincludedinanexhibitionorportfolio,anassessmentofthosecomponentscouldbemorereflectiveofwhetherornotastudentisdemonstratingmasteryofaspectswithinthevisualartscoursestaughtwithinvaryingschooldistricts.Basedonthegradelevelexpectationsinthevisualartsdiscipline,assessmentsandactivitiesleadinguptoorinvolvedwiththoseassessmentscanreflectagradualreleaseofresponsibilityfromeducatortostudent.Whenstudentsareattheendof5thgrade,theyhaveacquiredskillsthroughwatchingeducatordemonstrations,participatinginhands-onactivities,andgrouplevelcritiques.Bytheendof8thgrade,studentshavehadmoreexperiencewithworkingonthoseskillsaswellasincorporatingmorepersonalizedcontentandstyleintoaworkingportfolio.Whenreachingthecapstoneofassessmentsatgrades9-12,studentsshouldbeabletoputintopracticetheskillsandunderstandingstheyhavelearnedoverthecourseoftheirvisualartseducationtoindependentlysolveproblemswithmaterials,methods,andcontentoftheirchoosingandbuildaportfoliothatdemonstratesconcentration,breadth,andquality.Thisgradualreleaseofresponsibilitywhere“learningshiftsfromteacher-directedinstructiontostudentprocessingactivities”createsanassessmentscenariothatleavescontentnegotiablebetweeneducatorandstudent,increasinglyshiftingallresponsibilitytothestudentovertime(Levy,Ellen,2007,http://www.sjboces.org/doc/Gifted/GradualReleaseResponsibilityJan08.pdf).TodetermineeligiblecontentforvisualartsassessmentsingradesK-2,3-5,6-8and9-12,referencethecriteriaandstandardsforpreparingandobtaininganLQEndorsementinVisualArtsEducation(http://www.michigan.gov/mde/0,4615,7-140-6530_5683_6368-24835--,00.html)throughtheStateofMichigan.Theinclusionofusingtraditionalandcontemporaryartmakingprocessesinthestudio,aswellasthecreativeprocessesandtechniquestoparticipateinthevisualartsisnotedasapartofthestandardsforvisualartseducatorsandcouldbeincludedwhendesigningassessmentsforstudents(2001,pg.4).Westernandnon-westernartandartistsshouldbeexploredfrombothtraditionalandcontemporaryperspectives.HelpfulresourcesforfindingtheseartistsincludeScholasticArtMagazines(http://art.scholastic.com)andthePBSresourcethatexploresArtinthe21stCentury,Art21(http://www.pbs.org/art21/).Inadditiontoconsideringhistoricalandcontemporaryperspectiveswhenobtainingcontentforvisualartsassessments,adiverserepresentationofgender,race,andethnicityintheartistsused,aswellasanarrayofgenresforworkbeingreferencedwasused.Amixofworkthatreflectedtenantsofhighart,popularculture,folkart,andcommunity-basedartcreatedusinganarrayofmediawereconsideredwhendevelopingtheassessmentitems.Thesamewastrueforthetypesofworkstudentsareaskedtoperformandcreate;exposingstudentstoanarrayofartistsandmaterials“ensuresthatchildrenhavetheexperiencesneededtodeveloptheconceptsandskillsthatunderlievisualexpression”(GovernmentofIreland,1999,p.18).Whenincludinga“broadandbalanced”approachtocontentwithintheassessmentsgiven,studentshaveachancetoexpressamoreholisticunderstandingandapplicationofknowledge,skills,andabilities.

4.4 NatureofScoringRubricsforAssessingVisualArts–Thescoringrubricisatoolimportanttotheperformancetask,event,orconstructed-responseitem,orbodyofwork/portfoliobecauseitisagainsttherubricthatstudentworkwillbeassessed.Withoutaclearguidelinetothescoringtool,therewouldbeno

30

pathwaytodecidewhetherornotastudenthaseffectivelymettheobligationsofbeingabletodowhathasbeenaskedofthem.Simplytellingastudentthattheiranswerisincorrectornotverygoodaffectsachievementnegatively,whileprovidingthemwiththerightanswerhasonlyamoderateimpact.Themostimpactfulandbestformsoffeedbackforenhancingstudentachievementinvolveexplanationandaskingstudentstocontinuetoworkonaresponseuntiltheysucceed(Marzano,Pickering&Pollock,2001).Rubricsofferaframeworktoassesslearningandprovidedescriptivefeedbackforstudents(Erickson,2011).Designedtoillustratelevelsofproficiencyintheareasbeingevaluated,rubricsmustcontainthreefeatures:1) Dimensions:Thesearethefactorsusedtodeterminethequalityoftheresponse.Inarubricchartthe

Dimensionsarelistedinaverticalcolumndowntheleftsideofthepage.Dimensionsmayvarydependingonthetopicsbeingassessedandgradelevel.

2) Ascoringscalewithwhichtorateachievement.Ascaleofmeasurementmustbedefined.Anevennumberofchoicesisusuallyrecommendedsothatratingsmustleanpositivelyornegativelyratherthanlandinthemiddle.Inarubricchart,thenumericalscorescaleisusuallylistedinahorizontalrowacrossthetopofarubriccluster.

3) Descriptionsofqualitativedifferencesforeachdimension.Foreachdimension,adescriptionofevidenceoflearningmustbeclearlydefinedforeachscoresoqualitativedistinctionsinstudentresponsescanbemadeusinguniformcriterion.Theselectedcriteriaforarubricmustbesignificantandmeasurable,evaluatingstudentunderstandingoflearningobjectives.Eachdescriptionshouldbesuccinctbutaddresseachelementinthedimension.

Thescoringrubricshouldbeabletotellwhatcriteriaarebeingassessedandthereforedescribewhatcriteriaarealsomostvalued.Therubricshouldbesharedwiththestudentastheassignmentorassessmentisbeingintroduced.Studentsmustunderstandthegoalstheyaretomeetinordertoachievethem.Italsosupportscreativeproblemsolvingandself-monitoringbythestudent.Whenproducingworksofart,StaleyusesthefourC’s(Composition,Creativity,Craftsmanship,andContent)outlinedearlierinthisdocumentthatisthenrepresentedonafour-pointscale.

Table4.4.1SampleScoringRubricforMAEIAAssessmentV.E406

ReviewYourPortfolioRespond

Grades9-12

Dimension 1 2 3 4ExplanationofSelection(Strongest/Weakest)Studentdemonstratestheabilitytoapplythecriteriaofcreativity,craftsmanship,composition,andcommunicationofcontentinhis

Studentineffectivelyexplainedwhatdidanddidnotworkinhisorherselections,usingthecriteriaofcreativity,craftsmanship,composition,andcommunicationofcontentinhisorherwriting.

Studentsomewhatexplainedwhatdidanddidnotworkinhisorherselections,usingthecriteriaofcreativity,craftsmanship,composition,andcommunicationofcontentinhisorherwriting.

Studentadequatelyexplainedwhatdidanddidnotworkinhisorherselections,usingthecriteriaofcreativity,craftsmanship,composition,andcommunicationofcontentinhisorherwriting.

Studenteffectivelyexplainedwhatdidanddidnotworkinhisorherselections,usingthecriteriaofcreativity,craftsmanship,composition,andcommunicationofcontentinhisorherwriting.

31

Dimension 1 2 3 4

orherwriting.

ExplanationofCompositionandDesignStudentdemonstratestheabilitytoself-critiqueandassesswhatmakesworksuccessfulorunsuccessful.

Studentineffectivelyexplainedwhatmakesasuccessfulpieceofartandwhatdoesnot.

Studentsomewhateffectivelyexplainedwhatmakesasuccessfulpieceofartandwhatdoesnot.

Studentadequatelyexplainedwhatmakesasuccessfulpieceofartandwhatdoesnot.

Studenteffectivelyexplainedwhatmakesasuccessfulpieceofartandwhatdoesnot.

ExplanationofKnowledgeGainedfromCreationProcessStudentdemonstratestheabilitytoexplainwithreferenceswhattheyhavelearnedasaresultofcreatingtheirselectedartwork.

Studentineffectivelyexplainedwhattheyhavelearnedasanartistduringthecreationprocessoftheirselectedartworkswithoutanyexamples.

Studentsomewhateffectivelyexplainedwhattheyhavelearnedasanartistduringthecreationprocessoftheirselectedartworksusingfewexamples.

Studentadequatelyexplainedwhattheyhavelearnedasanartistduringthecreationprocessoftheirselectedartworksusingsomeexamples.

Studenteffectivelyexplainedwhattheyhavelearnedasanartistduringthecreationprocessoftheirselectedartworksusingmanyexamples.

Thescoringrubriccannottellhowastudentorpersonperformingtheassessmentmayinterpretgivenguidelinesorhowtheymayusethemtoresolvetheassessmentitem.Itshouldalsonotprovideaclearrecipetoasolution;insteaditshouldallowthecreativefreedomforstudentstoperformasartistsandusetherubricasamainbasefromwhichtobranchoffofinthedirectionsoftheirchoiceanddemonstratethecriteriabeingaskedandassessed.Theonlytimethereisaprescribedsetofanswersthatcouldbedeemedaswrongareintheselected-responsecategoryofassessmentitems.

InAssessingExpressiveLearning,(p.179)Dorn,Madeja,andSabol(2004)compiledtheArtTeacher’sStudioProductEvaluationCriteriaList,rankedinorderofuse,consideredforuseasscoringrubricdimensionsintheMAEIAproject,were:• ElementsofArt• PrinciplesofDesign• Compositionoruseofspace• Creativity• FollowedDirections• TechnicalskillorCraftsmanship• Workmeetsassignmentobjectives• Personalexpression• Completedprocessescorrectly

32

• Attentiontodetail• Originality• Improvementorgrowth• Representationofspaceordistance• Knowledgeofconcepts• Workmatchesitsintent• Experimentationorrisktaking• Sophisticationofthemeoridea• Safeuseofmaterialsandequipment• Appropriatenessoftheme• Cognitiveprocesses• Visualaccuracy• Useofstyle• ArthistoricalcontentDorn,Madeja,andSabol(2004)alsocompiledasetofcriteriaeducatorsusedforassessingstudentperformance:• Problem-solvingability• Improvementorgrowth• Classroombehavior• Self-motivationorinitiative• Turninginassignmentsontime• Useofpreviousknowledge• Reflectionorthoughtfulness(metacognition)• Criticalthinking• Decisionmaking• Synthesisofideas• Followingcleanupprocedures• Problemidentification• Evaluationofideas• Reasoningoruseoflogic• Analyticalability• Attendance• BehavioringroupsDescriptiveWordsforBuildingaRubricThewordsbelowarelistedaspromptsandgroupedtoassistinrubricconstruction(Guenter,2010).• HighLevelWords:Strong,Superior,Excellent,Comprehensive,Outstanding,Mastery,Exemplary,

Advanced,Distinguished• MiddleLevelWords:Satisfactory,Appropriate,Basic,Adequate,Apprentice,Proficient,Good,

Accomplished• LowLevelWords:NeedsWork,NeedsImprovement,In-Progress,Beginning,Emerging,Novice,

UnacceptableDonnaKayBeattie(1998)usesthesedimensionsinherPortfolioAnalyticScoringRubric:§ Researching

• Selectionanddevelopmentofthemes,problems,issues,techniquesandprocessesthroughstudy,research,orexploration

33

• Varietyofappropriatesources

• Creating• Personalizedandexpressiveapproachintheareasofstudy• Conceptualimportance• Intellectualandcreativecuriositythatdrivesstudyandwork• Demonstrationofknowledgeandskillspertainingtovisuallanguage,structures,formsand

vocabulary

• Responding• Responsivenesstopersonal,social,cultural,historical,philosophical,technological,environmental,

economic,andaestheticcontextsandstimuliintheareaofstudy• Demonstrationofdescription,classificationanalysis,interpretations,andjudgmentofinformation

andartimages• Responsivenesstofeedback• Depthofrevision

• Resolving

• Personalizedandexpressivesolutionstoproblemsortasksinareaofstudy• Completenessofcollection(depthandbreadthofentries)• Achievementofpredeterminedgoalsandobjectives(student’s,educator’s,school’s)• Improvementfrompastperformances

• Communicating

• Presentation• Demonstrationofself-reflectionandself-assessment• Connectiontoothercontentareasandtodailylife

Thelanguageusedintherubriciscriticalbecauseitmustcommunicatethecriteriaofthevisualartsproblemtobesolvedandalsosupportastudent’screativesolution.Unlikeotherdisciplines,theartsareembeddedwiththeideathatthereisnoonerightanswerforeveryproblem(Gruber,2008).

34

Chapter5SummaryofAvailableAssessments

ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-2,3-5,6-8,and9-12)foreachMAEIAperformancestandard.Atgrades9-12,additionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels1,2,and/or3.AllassessmentsdevelopedbyMAEIAareavailableatwww.maeia-artsednetwork.

5.1 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansive,creativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudents,tolargegroupassessmentactivitiesto“snapshots”ofstudentunderstandingatagivenmomentintime.Eachoftheseassessmentsprovidesawindowintostudents’creativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskills.TherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreate,Perform,Respondmodel.Whenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommoninvisualartsprogramsinourstate.Becauseofthesubjectivenatureofart,whenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirwork,theemphasisshouldbeonthe“rigorousinvestigationandinformedpersonalchoices”ofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky,2008,p.14).

5.2 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-2,3-5,6-8and9-12

Table5.2.1through5.2.4showMAEIAvisualartsassessmentitemsbygradelevel,K-2,3-5,6-8and9-12thatareavailableforuseinassessmentofthevisualarts.

Table5.2.1indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompleted.Thesearenowavailableinthefinalpoolofmodelassessments.www.maeia-artsednetwork

Table5.2.1NumberofVisualArtsPerformanceEvents

GradesK-8Level Create Perform Respond TotalGradesK-2 3 2 3 8Grades3-5 2 3 2 7Grades6-8 3 3 1 7TOTAL 8 8 6 22

Table5.2.2indicatesthenumberofK-8MAEIAperformancetasksthatwerecompleted.Thesearenowavailableinthefinalpoolofmodelassessments.www.maeia-artsednetwork

Table5.2.2

NumberofVisualArtsPerformanceTasksGrades–K-8

Level Create Perform Respond Total

35

Level Create Perform Respond TotalGradesK-2 3 3 1 7Grades3-5 4 3 1 8Grades6-8 4 4 3 11TOTAL 11 10 5 26

Table5.2.3indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompleted.Thesearenowavailableinthefinalpoolofmodelassessments.www.maeia-artsednetwork

Table5.2.3

NumberofGrades9-12VisualArtsPerformanceEventsLevels1-3

PerformanceStandard Level1 Level2 Level3 TotalCreate 2 3 2 7Perform 3 2 2 7Respond 3 2 2 7TOTAL 8 7 6 21

Table5.2.4indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompleted.Thesearenowavailableinthefinalpoolofmodelassessments.www.maeia-artsednetwork

Table5.2.4NumberofGrades9-12VisualArtsPerformanceTasks

Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 3 1 2 6Perform 3 3 2 8Respond 3 4 4 11TOTAL 9 8 8 25

36

ReferencesAnderson,T.&Milbrandt,M.K.(2005).Artforlife:Authenticinstructioninart.Boston,MA:McGraw-Hill.Anglin,J.M.(1993).Threeviewsofmiddleschoolartcurriculum.StudiesinArtEducation,35(1),55-64.Armstrong,C.L.(1994).DesigningAssessmentinArt.Reston,VA.:NationalArtEducationAssociation.Armstrong,T.(2006).TheBestSchools.

http://www.ascd.org/publications/books/106044/chapters/Middle-Schools@-Social,-Emotional,-and-Metacognitive-Growth.aspx.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment.

Art21.http://www.pbs.org/art21/Beattie,D.K.(1998).AssessmentinArtEducation.Worcester,MA.:

DavisPublications.Bingham,G.,Holbrook,T.,&Meyers,L.(2010)."UsingSelf-AssessmentsinElementaryClassrooms."Phi

DeltaKappan.91(5).59-61.Booth,E.(1999).TheEverydayWorkofArt.Sourcebooks.Chapman,L.(1978).ApproachestoArtinEducation.HarcourtBraceJovanovich,Publishers.Colston,V.(2008).200ProjectstoStrengthenYourArtSkills:ForAspiringArtStudents.Hauppauge,NY:

Barron’sEducationalSeries,Inc.Dorn,C.M.,Majeda,S.S.&Sabol,F.R.(2004).AssessingExpressiveLearning.Manwah,NewJersey:

LawrenceEribaumAssociates,Inc.Erickson,K.(2011).ChicagoArtsPartnershipsinEducation:WhyuseaRubricwhenaChecklistwilldo?

http://www.cpsarts.org/wp-content/uploads/2015/01/Erickson-Assessment-Article.pdf Friedman,T.L.(2005).TheWorldIsFlat.Farrar,Straus&Giroux.GovernmentofIreland.(1999).PrimarySchoolCurriculum.VisualArts:ArtsEducationTeacherGuide.

Dublin,Ire:TheStationaryOffice.Gruber,D.D.(2008).MeasuringStudentLearninginArtEducation.ArtEducation.61(5).41-45.Gude,(2013).NewSchoolArtStyles:TheProjectofArtEducation.ArtEducation.66(1).6-15.Guenter,Chris.(2010).NAEAConferencePresentation.

http://www.csuchico.edu/~cguenter/RubricSites.htmHetland,L.(2007).StudioThinking:TheRealBenefitsofVisualArtsEducation.NY,NY:Teacher’sCollege

PressHouse(2008).UsingCritiquesintheK-12Classroom.ArtEducation.61(3).48-51.Jackson,A.,&Davis,G.(2000).TurningPoints2000:EducatingAdolescentsinthe21stCentury.NewYork,

NY:TeachersCollegePress.

37

Levy,E.(2007).GradualReleaseofResponsibility:Ido,Wedo,Youdo

(http://www.sjboces.org/doc/Gifted/GradualReleaseResponsibilityJan08.pdf)Marshall,A.(2012,August30).PennStateLaureateChrisStaley:Howdoyougradeart?PennStateNews

(http://news.psu.edu/story/147091/2012/08/30/penn-state-laureate-chris-staley-how-do-you-grade-art)

Melaville,A.,BergA.C.,&Blank,M.J.CommunityBasedLearning:EngagingStudentsforSuccessand

Citizenship.http://www.communityschools.org/assets/1/AssetManager/CBLFinal.pdfMcDonald,R.E.,&Healy,S.D.(1999)TheHandbookforBeginningTeachers.NewYork,NY:Longman.Maiers,Angela.,(2011)TheImportanceofArtsinEducation. http://www.slideshare.net/angelamaiers/art20-5141261Maiers,Angela.andBalsey,J.(2011).AssessmentsinArtEducation. http://www.slideshare.net/angelamaiers/art-assessment-6593741Marzano,R.(2003).WhatWorksinSchools:TranslatingResearchintoAction.Alexandria,VA:Association

forSupervisionandCurriculumDevelopment.Marzano,R.,Pickering,D.&Pollock,J.(2001).ClassroomInstructionthatWorks:Research-basedStrategies

forIncreasingStudentAchievement.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment.

MichiganStateBoardofEducation.(2001,June12).StandardsforthePreparationofTeachers:VisualArts

Education(LQ).Overby,A.(2009).TheNewConversation:UsingWeblogsforReflectivePracticeintheStudioArt

Classroom.ArtEducation.62(4).18-24.Popham,J.(2008).TransformativeAssessment,Alexandria,VA.:AssociationforSupervisionand

CurriculumDevelopment.ScholasticArtMagazine.http://art.scholastic.comSaraniero,P.(fromArtsEdge,KennedyCenter)http://artsedge.kennedy-center.org/educators/how-

to/tipsheets/self-assessment.aspx).Stewart,M.&Katter,E.(2009)AGlobalPursuit.DavisPublications.Stiggins,R.(2008)BalancedAssessmentSystems—RedefiningExcellenceinAssessment.EducationalTesting

Services.Stiggins,R.J.,Arter,J.A.,Chappuis,J.,&Chappuis,S.(2004).Classroomassessmentforstudentlearning:

Doingitright—usingitwell.Portland,OR:AssessmentTrainingInstitute,Inc.Vatsky,S.(2008).MuseumMusings:DeconstructingtheCriticismCliché.SchoolArtsMagazine.108(3).14,57.