ultimate arts assessments pdf

8/10/2019 Ultimate Arts Assessments PDF

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I N A R T E D U C A T I O N

This booklet will provideexamples of what the top

schools in our nation are doingregarding arts assessments.Through these models, we cangain a greater understanding of

what is best practice and takethis knowledge and apply it to t

into our district. Assessment isnot one size ts all, and it’simportant to note that not oneassessment plan exists that nds

that perfect balance whenassessing the arts. There are,

however some excellentexamples that prove to do agreat job and authenticallyassessing what matters in the

How are the top schools assessing visual arts?

WHAT TYPES OF ASSESSMENTS? W H O I S D O I N G T H E M ? HOW CAN WE APPLY THEM?

A S S E S S M E N T



L A R G E S C A L EA S S E S S M E N T S

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D I S T R I C TA S S E S S M E N T

P L A N S

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P O RT F O L I O S

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TA B L E O F C O N T E N T S



L A R G E S C A L E A S S E S S M E N T S

The NAEP 2008 arts assessmentmeasured the extent of what Americanstudents know and can do in the artsdisciplines of music and visual arts. Theassessment measured students'knowledge and skills in the arts byasking them to observe, describe,

analyze, and evaluate existing works ofmusic and visual art and to createoriginal works of visual art. The NAEParts framework, developed by theNational Assessment Governing Board,serves as the blueprint for theassessment, describing the specicknowledge and skills that should beassessed in the arts disciplines.

Educators have acknowledged that thearts are basic to the acquisition of awell-rounded education. The artsprovide meaning to learning. They serveas a vehicle for acquiring the skills towhich educational reformers have said

students should aspire: problem-solving,higher order thinking, exibility,persistence, and cooperation.

NAEPAREAS OF ASSESSMEN T

1. MUL T I PLE CHOICE

2. CONS T RUC T E D RESPONSE

3. PERFORMANCE TASKS



NAEP Examples



NAEP Examples

SCORING:

REA D THE COMPLE T E OVERVI E W OF

SCORING GUI DELINES FOR T HE NAEP

T ES T HERE.

T HE PURPOSE OF AN ASSESSMEN T

SUCH AS T HIS W OUL D BE T O GLEAN

PROGRAM EVALUA T I ON, HO W EVER

T HE FORMA T AN D QUES T IONI NG

T ECHNI QUES COUL D ALSO BE ROLLE D

IN T O A SUMMA T I VE EVALUA T ION A T

T HE EN D OF EACH GRA DE LEVEL OR

COURSE.




The South Carolina Arts AssessmentProgram (SCAAP) is the only fullyimplemented and web-based artsassessment at the state-level.

Currently, SCAAP has six differentassessments in various stages ofdevelopment. All SCAAP assessmentsinclude a web-based multiple-choicesection and two performance tasks.Both multiple-choice items included theuse of multimedia interpretativematerials such as digital images, digitalsound les, and streaming video clips.

The SCAAP visual arts assessment alsocomprises two sections: multiple-choiceitems and performance tasks. Multiple-choice items require students to selecta correct answer from four options. Themultiple-choice items require students

to demonstrate knowledge of and skillsin (a) visual arts vocabulary, (b) types ofart media, (c) evaluation of performanceproblems, and (d) performance of visualarts skills.

SCAAPAREAS OF ASSESSMEN T

1. W EB- BASE D MUL T I PLE

CHOICE SEC T ION

2. 2 PERFORMANCE TASKS




The arts portion of the KCCT consistsof eight multiple-choice questions andtwo open-response items, which can bein any of the four art disciplines (music,visual art, theater, and dance). Exhibit 2shows sample items from the artsportion of the KCCT. The questions are

designed to cover the Core Contentfor Assessment, which is the equivalentof state content standards. In Kentucky,the core content in the arts is dividedinto ve subdomains: structures in thearts, humanity in the arts, purposes forcreating the arts, processes in the arts,and interrelationships among the arts.

The content subdomains included in thestate assessments are those that askstudents to describe, analyze, evaluate,and explain the arts.

Kentucky Core Content TestAREAS OF ASSESSMEN T

1. MUL T I PLE CHOICE SEC T ION

2. OPEN RESPONSE



Examples of KCCT

SCORING:

CORI NG OF OPEN- RESPONSE

QUES T I ONS REQUI RES T RAINING

EXPER T RA T ERS IN T HE USE OF A

SCORI NG RUBRIC T HA T EVALUA T ES

HO W COMPLE T E AN D T HOROUGH T HE

ST U DEN T ’S RESPONSE W AS, BU T HERE

AGAI N COS T S ARE LO W RELA T IVE TO

T HE LEVEL OF TRAI NI NG REQUI RE D

SCORERS OF MORE COMPLEX

PERFORMANCE TASKS.




Washington’s classroom-basedassessments are actual arts activitiesintegrated into the curriculum.Students’ tasks in the assessment are tocreate and perform and then respondby reecting on their own art-makingprocess. Exhibit 3 shows an example of

a CBPA activity script to be used by afth-grade teacher. Because theassessment is also an instructionalactivity, students take class time todevelop their piece before presenting itfor assessment. The teacher is providedwith an instruction and assessmentguide to implement the assessment. Itincludes a script that explains the

project that students are to completeand the standards-based criteria bywhich their work will be evaluated.Teacher guides for the arts CBPA areavailable on the OSPI website.

Classroom Based PerformanceAssessmentAREAS OF ASSESSMEN T

1. CREA T I NG

2. PERFORMI NG

3. RESPON DING



CBPA Examples



CBPA ExamplesCBPA Examples

! SCHOOLWIDE DIPLOMA ASSESSMENTS:

Graduation Exhibition – An extended project that requires a studentto simultaneously demonstrate mastery of knowledge and skills in a particulararea. The exhibition draws on a personal academic focus of the student, explores atopic through in-depth research, represents the acquisition and use of knowledge innew ways, is completed individually, demonstrates one or more of the school’sPBGRs, is presented to an external audience, has opportunities for revision,documents the process, and offers opportunities for reflection.

Graduation Portfolio – A collection of evidence that a student has theknowledge and skills expected of any graduate from that school. The portfolio iscomposed of a specific sub-set of student work (i.e., work from on-demand andextended tasks) and other evidence of his or her educational experiences tied to theschool’s learning expectations and the state’s graduation-by-proficiencyrequirements. Students are expected to complete a written reflection on their

portfolio evidence and to present their graduation portfolio to the schoolcommunity.

Proficiency-based Departmental End-of-Course Exams – These offer aviable way to measure a student’s proficiency, provided they are purposefullydesigned to include proficiency-based measures of performance. Note: Amultiple-choice test, fill-in-the-blank, true-or-false, short-answer essay exam, byitself, is insufficient to honor the requirements of a proficiency-based, end-of-course exam. See http://www.ride.ri.gov/ for more details.




Assessment in the arts reveals whatAlaskan students know and are able todo and therefore should be based on highstandards for the arts and embedded inthe arts curriculum. Assessment isdesigned to be an ongoing part of thelearning environment. Process andproduct are both parts of arts

assessment. Performance, art making,talking, writing, and thinking are parts ofthe design of each assessment strategy. Aswe approach the Twenty-rst Centuryand address issues of school reform,assessment holds a role of ever-increasing importance in schools,programming, and the learner'sexperiences.

As we learn more about assessment, thechallenges of designing quality assessmentfor all learners become a major emphasisof curriculum design. The arts have a richheritage in performance assessment thathas served as a model for other subjectareas. We must continue testing our ownpractice, learning from others and

accepting the challenges to buildinnovative assessment strategies intocurriculum design.

Alaska Department of EducationAREAS OF ASSESSMEN T

1. PERFORMANCE

2. AR T MAKING

3. TALKING

4. W RI T I NG

5. T HI NKI NG



Examples of Alaska’s Assessments

HO W I T W ORKS:

AN EFFEC T I VE AR T S PROGRAM

U T I LIZES A VARIE T Y OF ASSESSMEN T

T ECHNIQUES T O GAI N A

COMPREHENSI VE PIC T URE OF

S T U DEN T PROGRESS AN D PROGRAM

EFFEC T IVENESS RELA T I VE TO ALL

FOUR COMPONEN T S OF T HE AR T S

CURRI CULUM. T HE TABLE ABOVE

LIS T S A RANGE OF POSSI BLE

ASSESSMEN T T ECHNIQUES OR

S T RA T EGIES AN D IN DICA T ES T HE

IN DIVI DUAL (I.E., S T U DEN T OR

T EACHER) W HO IS EXPEC T E D T O

ASSUME T HE MA J OR RESPONSIBILI T Y FOR CARR Y ING OU T

T HOSE S T RA T EGIES. FOLLO W I NG T HE

TABLE ARE DESCRIP T I ONS OF EACH

ASSESSMEN T T ECHNI QUE.




Assessments are activities studentscomplete to demonstrate theirlearning. Rick Stiggins and his associatesat the Assessment Training Institute haverecently identied four specic types oflearning—knowledge, reasoning, skilland performance/product—often

required in state and national standards.

Evaluation is the teacher judgmentabout the level of achievement in thedemonstration of student learning.Once the teachers have informationfrom the assessment activities, they areable to evaluate the quality of the

learning. The most important point forboth assessment activities andevaluation criteria are that they areclosely aligned with the learning goalsand, therefore, the standards on whichthe learning goals are based.

Locally designed assessment enhancesalignment with school curriculum andinstruction. Moderation process of localassessments by state panels alsocontributes to horizontal alignment.

Minnesota and the Peperich CenterAREAS OF ASSESSMEN T

1. SCHOOL BASE D ASSESSMEN T PROGRAM

2. RUBRIC ORI EN T E D

3. CREA T ING, PERFORMI NG,

RESPON DI NG



D I S T R I C T A RT A S S E S S M E N T S




Include substantive experiences inComplex Problem Solving, Higher OrderThinking, and Creativity

Align Curriculum, Instruction,Assessment, and ProfessionalDevelopment

Des Moines Public gives a 4th GradePerformance Based Assessment. Onepiece of artwork is done by each 4thgrade student. The artwork is graded bya panel of 3 different judges. Anchorpieces are used to identify standards ofwork.

Along with the performance assessment,a multiple choice exam is given using abubble sheet, where students compareand contrast works of art throughquestions written over time by anassessment team.

Data is program oriented. This

assessment looks at a student’s creativeprocess.

A critical thinking test, which is moreanecdotal is also being piloted at thistime.

An assessment team was created todesign and implement theseassessments, and programs weregradually piloted across the district.

Des Moines Public SchoolsAREAS OF ASSESSMEN T

1. PERFORMANCE


3. CREA T I VI T Y AN D CRI T ICAL

T HINKING




Mt. Lebanon School District adheres to thePennsylvania Academic Standards for the Artsand Humanities. The standards focus on abalanced approach to arts educationemphasizing four major components:Performance/Production/Exhibition;Historical and Cultural Context; CriticalResponse; and Aesthetic Response. The artsand humanities are interconnected throughthe inclusion of history, criticism, andaesthetics.

The arts assessments will help to provide allstudents with equitable opportunities todemonstrate learning. . They are themeasures selected to collect data to trackstudent progress and to help identify areas ofimprovement to move all students towardmeeting the target of 95% prociency.

The common assessments were developedaround current curriculum, aligned to thePennsylvania Academic Standards for Artsand Humanities and conducted as part ofregular instruction during class time. Theperformance tasks were designed by districtfaculty based on those standards wedetermined as essential learnings.

Currently they have common assessments in3rd Grade Music, 5th Grade Visual Art, 7thgrade Music, and 8th Grade Visual Art. Wealso developed assessments at the courselevel at the high school level.

Mt. Lebanon in Pittsburgh, PAAREAS OF ASSESSMEN T

1. PERFORMANCE

2. PRO DUC T ION, EXHI BI T ION,

CRI TI CAL RESPONSE AN D

AES THE TI C RESPONSE




In 1991, Paradise Valley School Districtwas named a "Model School District inVisual Art" by the Arizona StateDepartment of Education. Thisrecognition was granted because thedistrict provides an art teacher in everyelementary school and the curriculum iscontinuously reviewed to ensure itfollows current trends in art education.Students participate in a sequential visualarts program which is offered in gradesK - 12. In the high schools, a full range ofcourses are offered to studentsinterested in art. Career and technicalclasses in graphic design preparestudents for future careers. An annualstudent visual art show displays the

work of our talented students in gradesK - 12. Several pieces are purchased bythe district to be framed and become apart of a permanent student artcollection on exhibit in the districtadministrative complex.

Paradise Valley Schools, AZAREAS OF ASSESSMEN T

1. QUALI TA T I VE


3. PERFORMANCE



Arizona Elementary Assessment Examples




In an Arts PROPEL classroom, studentsapproach the art form along threecrisscrossing pathways that give ArtsPROPEL its name: (1) production--students are inspired to learn the basicskills and principles of the art form byputting their ideas into music, words, orvisual form; (2) perception--studentsstudy works of art to understand thekinds of choices artists make and to seeconnections between their own andothers' work; (3) reection--studentsassess their work according to personalgoals and standards of excellence in theeld.

Arts PROPEL researchers developedtwo major instruments that use anongoing process of assessment and self-assessment to reinforce instruction.One, the domain project, encouragesstudents to tackle open-ended problemssimilar to those undertaken by practicingartists (like Ella Macklin's investigation ofportraiture). The other instrument, theportfolio or processfolio, traces thedevelopment of examples of studentwork through each stage of the creativeprocess.

Schenley High School Pittsburgh, PAAREAS OF ASSESSMEN T

1. PERFORMANCE

2. PERCEP T I ON

3. REFLEC TI ON



P O RT F O L I O A S S E S S M E N T S




The AP Studio Art portfolios are designed forstudents who are seriously interested in thepractical experience of art. AP Studio Art isnot based on a written examination; instead,students submit portfolios for evaluation atthe end of the school year.

portfolios share a basic, three-sectionstructure, which requires the student to show

a fundamental competence and range ofunderstanding in visual concerns (andmethods). Each of the portfolios asks thestudent to demonstrate a depth ofinvestigation and process of discoverythrough the Concentration section (SectionII). In the Breadth section (Section III), thestudent is asked to demonstrate a seriousgrounding in visual principles and materialtechniques. The Quality section (Section I)

permits the student to select the works thatbest exhibit a synthesis of form, technique,and content.

The design qualities of the work areconsidered foremost. Active engagement withthe elements and principles of design isassessed. The Readers ask themselves:

Is understanding of the principles of designevident in this work? Are the principles usedintelligently and sensitively to contribute toits meaning? Were the elements created andused in purposeful and imaginative ways?How and what does the interaction of theelements and principles of design contributeto the quality of the work?

AP (Advanced Placement) PortfolioAREAS OF ASSESSMEN T

1. PERFORMANCE

2. QUALI T Y

3. CONCEN TRA T I ON

4. BREA D T H



AP Portfolio Guidelines



Examples of Alaska’s Portfolio Criteria

HO W I T W ORKS:

S T U DEN T POR T FOLIOS. A POR T FOLI O I S A

PURPOSEFUL COLLEC T ION OF S T U DEN T

W ORKS (PREPARA T OR Y, IN- PROCESS, AN D

FINI SHE D PRO DUC T S/ PERFORMANCES). DEPEN DI NG ON T HE NA T URE OF T HE

PAR T ICULAR AR T FORM, THE FORMA T OF

T HE W ORKS I N T HE POR T FOLIO MA Y VAR Y:

FOR EXAMPLE, VI DEO TAPES, AU DI O TAPES,

W RI T T EN W ORK, DRA W INGS, PAIN T INGS,

OR PHO T OGRAPHS MA Y BE FOUN D IN A

S T U DEN T POR T FOLIO. POR T FOLI OS CAN

ALSO I NCLU DE W ORKS GENERA T E D

T HROUGH T ECHNOLOG Y, J OURNALS,

REAC T ION LE T T ERS, RESEARCH PAPERS,

SELF- EVALUA T I ONS, TES T S, AN D O T HER

T YPES OF W ORK. T HE POR T FOLIO

PROVI DES A ME T HO D FOR COMBI NI NG A

VARI E T Y OF ASSESSMEN T S T RA T EGIES

AN D, OVER T IME, PROVI DES A

COMPREHENSIVE VIE W OF S T U DEN T

PROGRESS I N THE AR T S.




Student learning of the Art TEKS maybe demonstrated in multiple ways,including paper/pen format, products,and video or audio logs of works-in-progress. Though educators often thinkthe primary purpose of assessment isgrading, a thorough assessment plan,consisting of a variety of evidence on

student acquisition of the TEKS,facilitates learning in many ways:

• Aiding in planning, indicating when toreteach and when to move ahead

• Developing a base of evidencedocumenting student achievement

• Providing tools for student self-assessment

• Providing tools for evaluating overallteaching performance.

The above table shows performanceassessment formats appropriate fordocumenting achievement of the ArtTEKS. The rst column is appropriate

for grades K–6 while the formats inboth columns are appropriate forgrades 7–12. Teachers should bear inmind that multiple assessments providemore complete information on studentachievement than any one type ofassessment alone.

Center for Educator Development inFine ArtsAREAS OF ASSESSMEN T

1. PERFORMANCE



CEDFA Performance Assessment Examples

At the end ofkindergarten, moststudents will:

At the end ofgrade 3, moststudents will:

At the end of theelementary artprogram (Grade6), most studentswill:

At the end of the junior high/middleschool art program,most students will:

By the end of afour-year highschool program,most students will:

Organize ideasfrom theenvironment (e.g.,by using the fivesenses andidentifying colors,textures, and forms)to identify ideas forcompositions

Identify principlessuch as emphasis,pattern, balance,proportion, andunity in artworksand consider themin identifyinginspirations forartworks

Identify artelements (e.g.,color, texture,form, line, andspace) and artprinciples (e.g.,emphasis,pattern, andrhythm) and usethem when

planning andevaluatingartworks

Use art vocabularyto discuss visualenvironments anddescribe theprocess of selectingideas, topics, andthemes of artworks

Use andunderstand anextensivevocabulary of onevisual arts mediumand use it todescribe in detailthe selection ofideas, topics, andthemes of artworks

Draw shapes;combine more thantwo geometricforms in drawingand construction;draw persons; usea variety of artmedia, such asmarkers, crayons,

paints, and clay

Create artworks inmore than onemedia using avariety of colors,forms, and lines

Integrate ideas,feelings, andother informationin artworks, usinga variety of media

Create two- andthree-dimensionalartworks aftergenerating a varietyof imaginative visualideas, using mediaof choice

Create artworksthat investigateformal qualities ofart and explorepersonal content,using selectedmedia

Describe theirartworks

Express ideasabout simplesubjects, ideas,and stories inartwork

Identify andcompare storiesand ideas inartworks

Compare content inartworks from past,present, and worldcultures; identifycultural dimensionsand influences inartworks

Evaluate artworksin terms of pastinfluences andpotential impact ofthe works on artistsof the future

State preferencesand rationales

Share ideas aboutart; demonstraterespect for others’

opinions; explainreasons forpreferences inpersonal artwork

Identify ideas inartworks;interpret intent,

ideas, and moodsin original artwork; justifypersonalpreferences

Make intellectualselections anddecisions based on

intent to construct orinterpret meaning

Recognizepersonal strengthsand weaknesses

and plan strategiesfor future artisticdevelopment



Arizona Portfolio Checklist Examples



Arizona Portfolio Artist Statement Examples




This Art Book site was created to helpart educators by giving them anotherform of assessment. So many times weas art educators nd it difcult toassess a child's progress when projectsare sent home. By using portfolioassessment it is easier to judge a child'sprogress because you can see it from

beginning to end.

Portfolios provide straight forwardvisual information, like: before and afterdrawings, concept development, artskills, color wheel info, etc. The greatthing is that these little books carry anongoing skill, concept and

effort indicator that a letter gradecannot! They are accumulative and takeas little or as much effort as you wish.

Some of the lessons are quick classenders- using only a few minutes I mayhave here and there. Other pages aremore extensive and art historically rich,or detailed. Either way, they are a

keepsake- full of hands on learning,personal work, hand written notes fromme and occasionally class photos...justfor fun.

Portfolio Assessments for K-5AREAS OF ASSESSMEN T

1. PERFORMANCE

2. POR T FOLI O

3. CHECKLIS T S



Artswork (Project Zero) Portfolio Guidelines



Example of Portfolio Checklist

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