ART+ASSESSMENT

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**Art Assessment should**
 * Honor the discrete disciplines, but should at the same time encourage students to see the artistic experience as a unified whole, and also to see connections between the arts and other disciplines
 * Should connect with students' real life experiences, so that students can use their personal knowledge in areas such as street dance, their everyday experience with TV drama, or their understanding of traditional regional arts forms and community arts resources.
 * Be based on a comprehensive vision of arts education and should communicate that vision clearly.

> **Are We Gathering Any Evidence?**
 * On what students learn when they learn the arts?
 * That this learning is important?
 * What factors and conditions promote quality arts education?

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=Students should be able to (according to the __National Standards for Arts Education__): =


 * Communicate at a basic level in the four arts disciplines (forms). . . . This includes knowledge and skills in the use of the basic vocabularies, materials, tools, techniques, and intellectual methods of each arts discipline.
 * Communicate proficiently in at least one art form, including the ability to define and solve artistic problems with insight, reason and technical proficiency.
 * Develop and present basic analyses of works of art from structural, historical and cultural perspectives, and from combinations of those perspectives.
 * Have an informed acquaintance with exemplary works of art from a variety of cultures and historical periods, and have a basic understanding of historical development in the art forms, across the arts as a whole and within cultures.
 * Relate various types of arts knowledge and skills within and across the arts disciplines. Because forging connections is one of the things the arts do best, they can and should be taught in ways that connect them both to each other and to the other subjects in the school curriculum.

=**Supportive Research: Assessing for Understanding:**=


 * [|Lincoln Center: Institute for the Arts in Education – “Capacities for Imaginative Learning”]
 * [|The Importance of Understanding, Not Just “Knowing-Doing”]
 * [|Creating Desired Results for Understanding: Applying Phase One of the Backward Design Process to the Visual and Performing Arts]
 * [|Assessing for Understanding: The Arts “Photo Album”]
 * [|Designing Teaching and Learning Activities to Promote Understanding in the Arts]
 * [|NAEP Report 2008: The Arts] / [|The Nation’s Report Card: Arts 2008]
 * [|Partnership for 21st Century Skills]
 * [|Framework for 21st Century Learning]
 * [|21st Century Outcomes]
 * [|P21 Framework Definitions]
 * [|Jeux de Casino en Ligne]

= = =**Annotated Resources of Art Assessments**=

> Contact: http://artswork.asu.edu/
 * ArtsWork ARTS Education Resource Center: A web-based resource for K-12 arts education materials for visual arts, dance, music and drama/theater. Teachers will find information on standards, curriculum, lesson plans and assessment for arts education, as well as lists of arts resources, arts organizations and arts advocacy groups. The assessment portion of this website includes descriptive information about arts assessment, examples of Arizona arts assessment K-12, and links to national and international sites that include assessment materials.

> Contact: www.menc.org
 * Assessment Strategies for Music: : “In this publication, one sample assessment strategy is provided for each achievement standard appearing under the nine voluntary national content standards for music for grades K–12 as well as under the four content standards for pre-kindergarten instruction. In addition, a description of characteristics of students' responses is provided for basic, proficient, and advanced levels of achievement.”


 * Classroom-Based Performance Assessments (CBPAs): The sample items and supplemental materials included in these downloadable booklets have been developed for the four arts disciplines of dance, music, theatre, and visual arts for grades 5, 8, and 10 (high school). Each full practice set includes student samples for anchor, practice and qualifying sets, directions for administration, rubrics, and student samples (in the item booklet for visual arts and on a DVD for the performing arts). These items came from a limited statewide pilot conducted in 2003. This website also provides information about the process of developing and piloting state-wise assessments in the arts.

> Contact: www.CTCurriculum.org
 * The Washington state Classroom Based Performance Assessments : This web site enables the user to access student assessment tasks, scoring scales, and student work based on the standards. Educators can also use this site to share their own curriculum ideas with other teachers by entering new tasks. CTcurriculum.org still under construction, but this "draft" version of the site and its contents is being made available to educators for professional development purposes and to provide them with an opportunity to explore the future direction of the development and dissemination of model curriculum in Connecticut.”

> Contact: http://nces.ed.gov/
 * Source: National Assessment of Educational Progress (NAEP), National Center for Education Statistics (NCES): This web report offers strategies for developing an arts assessment program and provides various tasks used in the 1997 NAEP arts assessment to exemplify those strategies. This report uses the NAEP arts assessment and field test as a case study, with the intent of providing arts teachers, arts coordinators, and arts policymakers the opportunity to learn some valuable assessment development techniques.

> Contact: www.aep-arts.org
 * Envisioning Arts Assessment: A Process Guide for Assessing Arts Education: This 66-page guide offers a brief background on the standards and assessment movement, a basic three-phase plan to orchestrate district or state arts assessment, a process for planning, developing, and implementing an assessment program, activities designed to help address key issues and administrative decisions, and examples drawn from existing state arts assessment efforts and the National Assessment of Educational Progress (NAEP) Arts Assessment.

> Contact: www.sde.state.ok.us
 * Teachers Helping Teachers: This website offers over 630 “CRT” questions developed to assess student knowledge of music and art in grades 5 and 8. The majority of them are listed in print friendly format. Answer sheets for the PDF files are available on the PASSport II Web site. If you are not a registered user, you will need to register and log-in to PASSport.


 * .The Artful Thinking program helps students develop thinking dispositions that support thoughtful learning--in the arts, and across school subjects. Currently in use by teachers in grades K-8, the Artful Thinking program is a member of growing international network of K-12 programs, linked by the theme “Visible Thinking."

> The Qualities of Quality: Excellence in Arts Education and How to Achieve It is a study aiming to synthesize what is currently understood about the critical elements of high quality arts teaching and learning and to identify effective strategies for creating those experiences for school-age youth in diverse settings.
 * Arts PROPEL: Integrating Teaching and Assessment was a five-year collaborative project focused on developing model programs that combine instruction and assessment in music, visual arts, and imaginative writing.


 * Studio Thinking Project is a study conducted in two high schools that take the arts seriously. In these schools, teachers are artists, students enter by audition in the visual arts, and students receive a minimum of ten hours per week of visual arts instruction. The project's purpose is to understand instruction in visual arts classes, both the instructors' goals and how instruction is carried out.