K-12+Program+Assessment

__**National Testing**__ http://pareonline.net/getvn.asp?v=8&n=16
 * Matrix Sampling for Large Scale Testing

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 * NAEP 2008 VIsual Arts Sample Questions:

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 * SCASS Art Tests Examples

http://www.jstor.org/pss/1321022
 * Comprehensive K-12 Assessment Plan

__**Performance Assessment**__ []
 * Performance Based Examples from Maryland

http://www.franklinhigh.com/TLA%20Materials/ArtPerformanceAssessment.htm
 * Performance Assessment Links

Assessing on the Run- Bob Reeker Power Point

NAEA's Monthly Mentor Focuses on Assessment []\

__**Portfolios**__ http://www.teachervision.fen.com/assessment/resource/5942.html
 * Portfolio Assessment Plan

http://www.teachervision.fen.com/tv/printables/cc/ma1-portfolio.pdf
 * Portfolio Assessment Rubric

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 * Digi Portfolio as a Summative Assessment

__**Assessment by State**__ http://www.educ.state.ak.us/tls/frameworks/arts/6assess1.htm
 * Alaska Department of Education & Early Development Arts Framework

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 * Connecticut's Common Arts Assessment Initiative

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 * University of Central Florida: Developing an Arts Assessment Model

http://policyweb.sri.com/cep/publications/AnUnfinishedCanvasLargeScaleAssessment.pdf Some arts educators are concerned that important aspects of achievement and performance in the arts may be subverted by standards and assessments that presuppose that “artistic activity and its products can be deconstructed into discrete components” (Boughton, 2004, p. 589). One-time, on-demand assessments may capture only a small part of what is taught and learned in the arts. Judgment about the quality of student work, especially in the performing arts, may require “real-time” observations and multiple judges. Authentic assessment involving evaluation of extended artistic performances and complex visual and musical products presents unique logistical challenges for large-scale assessment (Myford & Sims-Gunzenhauser, 2004). Even with authentic assessment, efforts to achieve reliability may lead to measurement of things that arts educators do not really care to measure—focusing measures on “the quality of work rather than on the quality of the mind developed through the educational process”

This paper provides a review of the status of large-scale arts assessments and current practice in statewide arts assessment for the purpose of K–12 education accountability. We begin with an overview of the recent history of developments in standards, assessment, and accountability in arts education. Next, we describe and discuss the strengths and limitations of several influential approaches to large-scale arts assessment, the NAEP Arts Assessment and two large-scale portfolio assessment models, the IB arts portfolio assessment and the AP Studio Art portfolio program. Then follows a discussion of the very different approaches to standards-based arts assessment adopted by the five states that currently have active large-scale arts assessment programs: Kentucky, Washington, Rhode Island, South Carolina, and Minnesota.1

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 * District in Oklahoma's assessment Plan

[|http://usm.maine.edu/~trudy/frame/fassess.htm]
 * Maine Assessment Frameworks

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 * New England

http://scaap.ed.sc.edu/Documents/SCAAP08-09TechReport_Final_1118.pdf
 * South Carolina Arts Assessments (SCAAP) is the only fully implemented and web-based arts assessment at the state-level.

http://scaap.ed.sc.edu/

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 * Seattle Schools Standards:

Seattle Program Evaluation with Rubric, Lessons and Descriptions Linked:
 * ||  || ** Visual Arts **


 * 5th **


 * Grade ** || ** Item Title ** || **EALR** || **Description** ||
 * ^  || //__[|One of a Kind Shoe] __//

1.1.2 2.1  2.2  2.3  3.1  3.2  4.5 || Students are asked to design a sports shoe. Students will be assessed on their use of line, value, texture, and shape using the elements and principles of design of visual arts. ||
 * Revised 2008** || 1.1.1
 * ^  || __[|Aquarium Tiles] __

1.1.2 2.1  2.2  2.3  3.1  3.2  4.5 || Students are asked to create a decorative tile for a proposed border design for an aquarium. The tile will have relief, decorative rhythms, patterns and aquarium themed animals. Students will be assessed in the use of additive and subtractive relief, pattern, and rhythm using the elements and principles of design. ||
 * New 2008** || 1.1.1


 * ** Visual Arts **


 * 8th **


 * Grade ** || ** Item Title ** || **EALR** || **Description** ||
 * ^  || //__[|Endangered Nest] __//

1.1.2 2.1  2.2  2.3  3.1  3.2  3.3  4.2  4.5 || Students are asked to create a realistic illustration of a bird’s nest with specified features for a national conservation magazine. Student will be assessed on the application of the elements of visual art using the creative process. ||
 * Revised 2008** || 1.1.1
 * ^  || __[|Sculptures in the Park] __

1.1.2 1.1.3  1.1.4  1.2  2.1  2.2  2.3  3.1  3.2  3.3  4.3  4.4  4.5 || Students are asked to create an abstract sculpture for local community park planners. The paper maquette must be based on the theme of movement. The student is assessed on the effective use of 3-D sculpting skills and the use of the elements and principles, specifically balance and movement. ||
 * Revised 2008** || 1.1.1
 * ^  || __[|Put the Life Back in Wildlife] __

1.1.2 2.1  2.2  2.3  3.1  3.2  4.5 || Students are asked to create a functional and decoration vessel which will benefit a wildlife preserve. Using pinching, coiling, and slab building techniques, students will be assessed on techniques and skills demonstrated in this 3-D vessel that are both sculptural and relief. ||
 * New 2008** || 1.1.1


 * ** Visual Arts **


 * Grade 10 ** || ** Item Title ** || **EALR** || **Description** ||
 * ^  || //__[|A Vegetarian Palette-Still Life] __//

1.1.2 2.1  2.2  2.3  3.1  3.2  4.5 || Students are asked to create a realistic and still life composition of an arrangement of fruits and/or vegetables for the front cover of a new vegetarian cookbook. Students will be assessed on their application of the elements and principles of design. ||
 * Revised 2008** || 1.1.1
 * ^  || //__[|Snack Time-Photography] __//

1.1.2 2.1  2.2  2.3  3.1  3.2  4.5 || Students are asked to create a photograph for a feature article in their school’s newspaper about teen food choices. Students will be assessed on how well the photograph draws the viewer into the image utilizing the rule of thirds, a shallow depth of field with the subject in sharp focus and a range of value through the use of directional lighting techniques. ||
 * New 2008** || 1.1.1
 * ^  || //__[|A Zoo Mug-3-D CeramicVessel] __//

1.1.2 2.1  2.2  2.3  3.1  3.2  4.5 || Students are asked to create a functional (utilitarian) and decorative mug out of clay which promotes the local zoo, utilizing pinch, coil and slab techniques. Students will be assessed on the use of the arts elements, principles of design, and techniques and skills demonstrated in this 3-D mug through the creative process. ||
 * New 2008** || 1.1.1
 * ^  || //Young Peoples Film and Video Festival//


 * In Development-2009**

New Arts and CTE CBPA || 1.1.1 1.1.2 2.1  2.2  2.3  3.1  3.2  4.5 || Students are asked to enter a video/film festival to have their work viewed by industry professionals and media artists for possible selection for public viewing. Students will be assessed on their skills/techniques and the demonstration of their understanding of video/and film production in the creative process. Arts EALRs and CTE industry standards are assessed in this developing CBPA. ||  ||   ||   || [] In 2010-2011, Fairfax County Public Schools will undertake for the first time a program assessment in fine arts at the sixth grade level. The sixth grade is the last time that students are required to have music and art instruction. At the middle school and high school levels, the arts are elective course offerings. These assessments are in response to School Board Strategic Goal 1.3, that all students will explore, understand, and value the fine arts. What is unique about these art and music assessments at the sixth grade level is that they will engage all sixth grade students in real-life, authentic challenges to which the students will respond with their cumulative knowledge, skills, problem solving ability, and creativity. Results from these student products and performances will be used not to grade students, nor to direct their coursework or career paths, but rather to direct teachers and Instructional Services in new emphases and priorities within the elementary art and music Program of Studies that will aide all students in being successful in alignment with 21st Century Skills and aptitudes. These 21st Century Skills include: creativity and innovation skills; critical thinking and problem solving skills; communication and collaboration skills; and life and career skills such as flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, and leadership and responsibility. Therefore, these assessments are designed to emphasize and capture deep understanding rather than shallow knowledge, and actively engage students in solving meaningful problems. In a climate of high stakes student testing, these art and music program assessments provide a purposefully opposite direction and intention. Therefore, the attached [|Q & A] is presented to assist administrators, teachers, parents, and students in understanding what these assessments are, and what they are not.
 * Fairfax, VA Authentic Assessment Plan Q and A

**Standards Based Education**:


 * http://www.am.dodea.edu/ddessasc/aboutddess/standards/standardsbased.html


 * <span style="color: black; font-family: Verdana,Arial,Helvetica,Geneva,Swiss,SunSans-Regular; font-size: 12px; text-decoration: none;">http://ims.ode.state.oh.us/ODE/IMS/SBE/default.asp


 * <span style="color: black; font-family: Verdana,Arial,Helvetica,Geneva,Swiss,SunSans-Regular; font-size: 12px; text-decoration: none;">http://ims.ode.state.oh.us/ODE/IMS/Assessment/

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 * __Rubrics__**
 * AP

· Selecting and sketching an easily recognizable animal’s head for the mask using the entire space provided · Drawing a full frontal view with at least four facial features · Labeling and drawing three different visual textures that represent the textures in the animal mask · Planning for the use of at least three different colors in the mask. ||  ||
 * Sample Rubric from a visual assessment in Seattle:
 * Creating Rubric (2.1)**
 * ** Score ** || ** Annotation ** || ** ü ** ||
 * ** 4 ** || The student demonstrates a thorough understanding of the creative process in the sketch by meeting all of the four tasks required:
 * ** 3 ** || The student demonstrates an adequate understanding of the creative process in the sketch by meeting three of the four task requirements listed above. ||  ||
 * ** 2 ** || The student demonstrates a partial understanding of the creative process in the sketch by meeting two of the four task requirements listed above. ||  ||
 * ** 1 ** || The student demonstrates a minimal understanding of the creative process in the sketch by meeting one of the four task requirements listed above. ||  ||
 * ** 0 ** || The student demonstrates no understanding of the creative process in the sketch by meeting none of the four task requirements listed above. ||  ||