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Miami-Dade County Public Schools

Visual Arts Assessment

Curriculum Resource Guide

for

Developing Visual Arts Educator

Assessment Literacy

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THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman, Chair

Dr. Lawrence S. Feldman, Vice-Chair Dr. Dorothy Bendross-Mindingall

Ms. Susie V. Castillo Mr. Carlos L. Curbelo

Dr. Wilbert “Tee” Holloway Dr. Martin S. Karp

Dr. Marta Pérez Ms. Raquel A. Regalado

Ms. Krisna Maddy Student Advisor

Ms. Mabel Morales, District Supervisor, Visual Arts Division of Academic Support

Miami-Dade County Public Schools Division of Academic Support

Visual & Performing Arts 1501 Biscayne Boulevard

Suite 316 Miami, Florida 33132

305-995-1930

Website: http://divisionoflifeskills.dadeschools.net

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Contents Standardized Assessments 3

Strategy I. Visual Arts Assessments 4

Strategy II. Florida State Standards 5

Strategy III. National Standards In Visual Arts 6

Strategy IV. The Assessment Cycle 7

Strategy V. S.M.A.R.T. Goals 10

References 12

Note: This document contains links to other informational sources.

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Standardized Assessments

Standardized testing in visual arts education is a new policy to the State of

Florida, school districts within the state, and to M-DCPS Visual Arts

teachers. Regardless of your personal view of this policy or its

implications, the assessment policy is here to stay.

Florida State Statute 1008.22

State Law mandates accountability for student learning achievement and

teacher effectiveness in all subjects and will be in place for the 2015 testing

cycle. This will be measured based on scores derived from a summative,

standardized, multiple choice assessment, which will be electronically

administered by M-DCPS in the spring.

There are curricula, instructional, and assessment design strategies to

support you and your program as you adapt to this new policy. This

Curriculum Resource Guide is not a method that will guarantee your

student’s success. The guide provides a review of research-based

instructional strategies that will support your student’s achievement in

visual arts education at all grade levels.

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Strategy I. Visual Arts Assessments

Reflect on your beliefs and practice about Visual Arts Assessment

Essential Questions:

• How do you know your students have learned the concepts, vocabulary,

terminology, skills, and techniques of visual arts?

• What is your measurable evidence of student learning, achievement, and

development over time?

Essential Facts:

• Accomplished art educators understand design, principles, and purposes

of assessment.

• They monitor, analyze, and evaluate student progress to inform their own

practice.

• These include, but are not limited to: formative, summative, and

alternative assessments to document student performance and growth.

Learning Outcome: Evidence-Based Research denotes…

Formative and summative assessments should be included in all facets of your

visual arts program, curriculum, and instruction.

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Strategy II. Florida State Standards Review, read, and familiarize yourself with the Florida State Standards (FSS) for the art course (s) you are instructing.

Essential Question:

How do you develop standards-based visual arts curriculum and

assessments?

• Visit the CPALMS website

• Review both the Standards and Courses on the CPLAMS website

• Review the course name and code you are instructing and your students

are assigned to attend.

The Florida Department of Education, Assessment Item Bank reflects a bank of

assessment questions, which are directly aligned to the Florida State Standards

in Visual Arts.

IBTP – Item Bank Test Platform Document

Learning Outcome:

CPALMS is the resource for all art educators to use.

The Florida State Standards is the foundation of your curriculum

development.

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Strategy III. National Standards in Visual Arts

Visual Arts Standards were developed and published by the National Coalition

for Core Arts Standards. National Core Arts Standards are a supportive resource

which can be used in conjunction with the Florida State Standards.

National Art Education Association Standards

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Strategy IV. Learn about the Assessment Cycle

Student Learning Assessment Components

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Student Learning Outcomes Statements

Student learning outcomes statements clearly state the expected knowledge, skills,

attitudes, competencies, and habits of mind that students are expected to acquire at an

institution of higher education.

Assessment Plans

Campus plans for gathering evidence of student learning might include institution-wide

or program specific approaches that convey how student learning will be assessed, the

data collection tools and approaches that will be used, and the timeline for

implementation.

Assessment Resources

Assessment resources encompass information or training provided to faculty and staff

to help them understand, develop, implement, communicate, and use evidence of

student learning.

Current Assessment Activities

Current assessment activities include information on a full range of projects and

activities recently completed or currently underway to gauge student learning, make

improvements or respond to accountability interests.

Evidence of Student Learning

Evidence of student learning includes results of assessment activities. This may include

evidence of indirect (e.g. surveys) and direct (e.g. portfolio) student learning as well as

institutional performance indicators (e.g. licensure pass rate).

Use of Student Learning Evidence

This component represents the extent to which evidence of student learning is used to

identify areas where changes in policies and practices may lead to improvement, inform

institutional decision-making, problem identification, planning, goal setting, faculty

development, course revision, program review, and accountability or accreditation self-

study. (National Institute for Learning Outcomes Assessment, 2011).

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Learning Outcomes:

• Visual Arts Educators and all Educators in the State of Florida are expected to be

accountable for student learning progress. The Florida State Standards need to

be the foundation for all instruction.

• Interpret the Standard into the specific topics and behavioral objectives, which

should be included in your curriculum and delivery of instruction.

Miami-Dade County Public Schools, Unwrapping the Learning Target

• Plan and align assessment strategies before developing your lessons.

Evidence-Based Research denotes…

Students learn by doing

• Include reading, writing, and art criticism in your curriculum, lessons, and

instruction.

• Engage in Professional Development opportunities to learn how to develop valid

and reliable selected response, constructed response, and performance task

assessment items.

• Develop an assessment portfolio of both formative and summative assessment

activities, which support your curriculum, lessons, and instruction.

• Visual Arts Item Specs are the best resource and provide sample item structure.

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Strategy V. S.M.A.R.T. Goals

Consider S.M.A.R.T. goals in your curriculum, lessons, and instruction. Creating S.M.A.R.T. Goals

• There are many Florida State Standards in Visual Arts, which cannot be

measured on a standardized assessment test.

• The Visual Arts Assessments will focus on the following topics which can

be measured on standardized, multiple-choice, electronically administered

assessment:

o Art Criticism

o Careers in Art

o Copyright Law

o Elements of Art

o Genres of Art (still life, portraiture, abstraction, etc.)

o Principles of Design

o Safety Procedures

o Visual Arts tools, techniques, skills, and materials

Learning Outcomes:

• Create and produce art with your students

• Include curriculum content in your lessons, which can be measured on

standardized assessments.

• Develop curriculum, lessons, and instruction, which support achievement

on standardized assessments.

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The Visual Arts Assessment Curriculum Resource Guide

for

Developing Visual Arts Educator

Assessment Literacy

was developed for Art Educators by M-DCPS Art Educators

and the Division of Academic Support,

Visual Arts Education Office.

Special thanks to all the M-DCPS Art Educators who participated in the

3 year Race-to-the Top Grant, Visual Arts Assessment Project.

Their knowledge and expertise was immensely valuable and instrumental

in developing the K-12 Visual Art Assessment Item Bank.

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References

Florida State Standards (2015). CPalms, standards. Retrieved from

http://www.cpalms.org/Public/search/Standard.

Florida State Statute (2014). K-20 Education Code, Assessment and Accountability.

Retrieved from

http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&URL=

1000-1099/1008/Sections/1008.22.html.

Miami-Dade County Publics Schools (2015). Division of Academic Support, Visual Arts

education program. Retrieved from http://divisionoflifeskills.dadeschools.net/.

Miami-Dade County Public Schools. (2014). Unwrapping the learning target. Retrieved

from http://oada.dadeschools.net/IAP/IAP.asp.

National Art Education Association. (2014). NAEA Next Generation Arts Standards.

Retrieved from http://www.arteducators.org/research/national-standards.

National Coalition for Core Arts Standards. (2014). Overarching standards. Retrieved

from http://nccas.wikispaces.com/Overarching+Anchor+Standards.

National Institute for Learning Outcomes Assessment. (2011). Transparency framework.

Urbana, IL: University of Illinois and Indiana University, National Institute for

Learning Outcomes Assessment. Retrieved

from: http://www.learningoutcomeassessment.org/TransparencyFramework.htm.

Top Achievement. (2015). S.M.A.R.T. goals. Retrieved from

http://topachievement.com/smart.html.