developing a district – wide arts assessment system mariann p. fox mt. lebanon school district
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Developing a District – Wide Arts
Assessment System
Mariann P. FoxMt. Lebanon School District
Rationale Chapter 4 requirements
Determine degree to which students are achieving academic standards
Use assessment results to improve curriculum & instruction practices
To guide instructional strategies and to develop future strategic plans
Provide information requested by the Department of Education regarding the achievement of academic standards
Provide summary information including results of assessments to the general public regarding the achievement of students
The local assessment system shall be described in the district’s strategic plan
Why is assessment important? To help educators guide improvements in arts
education planning and delivery To ensure students develop lifelong skills, rather
than merely learn arts education facts. To focus on student learning & understanding
rather than what is taught. To foster student independence To improve achievement To motivate students to learn rather than focus
on their grade
Designing an Assessment System Combines large-scale standardized tests &
day-to-day classrooms assessments Research & classroom-based performance
assessments driven by our curriculum & state standards
Special education accommodations Included in Strategic Plan & report on
student achievement for PDE
Our Journey – Step #1 Research (2002-03, Fall 2005)
Classroom Assessment Common Assessments Assessment Systems
Understanding by Design (2003-04) Big Ideas Essential Learnings Pennsylvania Arts & Humanities Standards UbD Exchange - www.ubdexchange.org
Communicated Goal (August 2005) Faculty Central Office School Board of Directors
Our Journey – Step #1 Shared Research (Fall 2005) Established Benchmark years (October 2005)
Visual Art – Grades 5 & 8 Music – Grades 3 & 7 Senior High
Created Draft Assessments (January 2006) What is one “Big Idea” or an Essential Learning in the
specific grade level? How will the students demonstrate they understand that
concept? What will it look like in your classroom?
Our Journey – Step #2 Created rubrics & levels of proficiency
(January – March 2006) Rubistar - rubistar.4teachers.org
Established common understanding of proficiency (March 2006) Score projects individually and together as a team Based on criteria, how would you grade that project?
Piloted assessment in one class per grade level(March – May 2006)
Music scored by individual teacher immediately Art scored together as a team
Our Journey – Step #3Shared baseline results (May 2006)What worked? Why?What didn’t? Why not?What needs revised?
Our Journey – Step #4 Revised assessments Established routine schedules for assessments
Grade 8 Art vs. other common assessments Scheduled time for common scoring Communicated baseline scores and progress
Faculty Central Office School Board of Directors
Expanded common assessments All four categories of Pennsylvania Arts & Humanities
Standards Made accommodations for special education
students
Making Accommodations Based on student needs documented in the IEP Follow least restrictive continuum
General Education Curriculum – same lesson, materials & objectives (preferred)
Level 1 – Same Activity with adapted materials and/or expectations
Level 2 – Similar Activity with modified materials and/or modified expectations
Level 3 – Different but parallel activity within the general education classroom
Level 4 – Alternative Assessment Students’ scores are removed from common
scoring process; scored individually by the teacher
Elementary Examples 3rd Grade Vocal Music
– Identifying and performing rhythmic and melodic patterns
3rd Grade Music Common Assessment Scores
96%
73.30%86%
0%
20%
40%
60%
80%
100%
120%
Pilot 2006 2006-07 2007-08
% A
dva
nce
d &
Pro
fici
ent
3rd Grade Music Scores Breakdown
96% 97% 99% 87% 88% 91% 94%79% 73%
0%
20%
40%
60%
80%
100%
120%
Pilot2006
RhythmID 06-07
RhythmID 07-08
MelodicID 06-07
MelodicID 07-08
RhythmPerf 06-
07
RhythmPerf 07-
08
MelodicPerf 06-
07
MelodicPerf 07-
08
% A
dva
nce
d &
Pro
fici
ent
Elementary Examples 5th Grade Art – Applying
elements & principles to communicate ideas in student imagery of an underwater scene
5th Grade Art Common Assessment Scores
62%
72%
36%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Pilot 2006 2006-07 2007-08
% A
dva
nce
d &
Pro
fici
ent
Middle School Examples 7th Grade Music –
Listening, vocabulary, notation, performance
7th Grade Music Common Assessment Scores
96%
73%86%
0%
20%
40%
60%
80%
100%
120%
Pilot 2006 2006-07 2007-08
% A
dva
nce
d 7
Pro
fici
ent
7th Grade Music Scores Breakdown
96% 98% 93% 78% 92%60% 75% 57%
78%97%
0%20%40%60%80%
100%120%
Pilot 2
006
Liste
ning
06-0
7
Liste
ning
07-
08
Mult
Ch 0
6-07
Mult
Ch 0
7-08
Notatio
n 06-0
7
Notatio
n 07-0
8
Perf 0
6-07
Perf 0
7-08
History
07-0
8% A
dva
nce
d &
Pro
fici
ent
Middle School Examples 8th Grade Art (New!) –
“Re-visioning a Memory” – prompt-based mixed media composition: countour line drawing & mixed-media memory all assembled into one piece
Scores for previous assessment versions:
8th Grade Art Common Assessment Scores
67%60%
48%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Pilot 2006 2006-07 2007-08
% A
dva
nce
d &
Pro
fici
ent
8th Grade Art Scores by Quarter
67% 59% 51%67% 62%
41% 41%52% 60%
0%10%20%30%40%50%60%70%80%
Pilot2006
Qu 12006
Qu 22007
Qu 32007
Qu 42007
Qu 12007
Qu 22008
Qu 32008
Qu 42008
High School Examples HS Art – Applying understanding of
German Abstract Expressionism Music Ensembles – Seating Music Technology – Historical paper,
composition, software application (Finale, Sonar, digital audio recording)
Dance – student-choreographed pieces
Common Scoring Process Teachers administer assessment
according to the agreed upon schedule Teachers select pieces of work they
believe represent a “4”, a “3”, a ”2”, and a “1” according to the rubric criteria.
Teachers send all of the student work to me including the ones they’ve selected as “anchors”.
I assign a symbol to each teacher and cover all student names.
Common Scoring Process I mix all the projects together and divide into 2
piles. Once together for scoring we begin by discussing
the “anchors”. Why & how these projects meet the criteria.
Teachers are divided into 2 groups and silently assess the projects in their pile according to the rubric.
When all works in the piles are finished, they switch piles and assess the 2nd pile. Each student will be assessed by at least 2 teachers.
Resources Assessment:
ASCD – www.ascd.org Transformative Assessment – ASCD Developing a Local Assessment Plan – PDE &
PA Association of Intermediate Units Arts Assessment:
Professional organizations (MENC, NAEA) Arts Assessment Guide: Pennsylvania
Assessment Through Themes – Office of Educational Research and Improvement, US Department of Education
Resources Arts Assessments:
Assessment in Art Education – Donna Kay Beattie (Davis)
Spotlight on Assessment in Music Education – MENC
Assessment in Music Education: Integrating Curriculum, Theory & Practice – GIA
Scale Your Way to Music Assessment – GIA Pennsylvania Arts Assessment Sampler –
keyarts.ws New York State Assessment –
www.emsc.nysed.gov
Resources Arts Assessments:
Washington Office of Superintendent of Public Instruction – www.k12.wa.us
Alaska Department of Education Arts Framework - http://www.eed.state.ak.us/tls/frameworks/arts/2table.htm
Music for Teachers - http://www.m4t.org/assessment.htm
Illinois State Board of Education (Fine Arts) - http://www.isbe.state.il.us/ils/fine_arts/capd.htm
Arts Education Assessment Consortium - http://www.ccsso.org/Projects/SCASS/Projects/Arts_Education_Assessment_Consortium/
Contact Information Mariann Fox, Supervisor of Fine Arts,
Health & Physical Educationmfox@mtlsd.net412-344-20307 Horsman Drive, Pittsburgh PA 15228
Thank you!!
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