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Research on Large Scale Arts Assessments 2 adm062010

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Review of the status of large-scale arts assessments and current practice in arts assessment for K-12 accountability Discussion on approaches of five states to standard based assessments 4 adm062010

Results of Review of Washington’s Performance Based Assessments Findings: – Require very little arts knowledge to make qualitative judgments – Scoring Guides thorough in defining art terms and what student work should look or sound like – The scoring guide includes rubrics that align with standards based criteria – Reliability can be maintained because criteria are simply counted – Scoring guide includes Anchor set-scored student sample Practice set-teachers use to practice scoring 5 adm062010

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Purpose Examine issues and promising practices in K- 12 district wide systems for assessing student performance in arts education programs Builds on findings of An Unfinished Canvas which applied three criteria for balance in large scale assessment programs: – Comprehensiveness, coherence and continuity Added two criteria – Feasibility and visibility 7 adm062010

Findings Through review of documents and interviews categorized districts into three groups based on source of the assessment tasks – Adoption Model: districts which adopted state developed assessments – Development Model: districts which have developed their own common set of assessment tasks – Benchmark Model: districts which have developed common benchmarks and scoring rubrics, but allow schools and teachers to develop their own assessment tasks 8 adm062010

All districts in Washington were found to be using the Adoption Model No other state has mandated the use of a common set of arts assessments in all districts 9 Findings of Washington Districts adm062010

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Components of the Washington State Arts Program 11 adm062010

Program Structure Since 2001 based on Essential Academic Learning Requirements (EALRs) 12 Grade 8 EALR adm062010

Draft Grade Level Expectations Began in 2006 with a team of 36 art educators and leaders Provide clarity at each grade level for each arts discipline: dancing, music, theater and visual arts The Evidence of Learning provides a list of methods students can use to demonstrate what they have learned 13 adm062010

Example of Grade Level Expectations based on Essential Academic Learning Requirements adm062010

Classroom Based Performance Assessments 15 RollerCoasterFanatic.doc -StateAllStars.doc leGumJingle.doc 0-FestivalTimeEnsemble.DOC 0-FestivalTimeSolo.doc PitOrchestraAudition.doc adm062010

Use of Classroom Based Assessments in School Districts 16 adm062010

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OSPI Arts Program Web sites: Arts Teaching and Learning: Arts Assessment: Memorandum (Word) on CBPAs for the Arts-State Reporting ProcessMemorandum Arts Assessment: – New/Revised Arts Assessments: – Arts Assessments-The CBPAs are also available for download CBPAs – Joint Assessment Web site for Arts, Social Studies and Health and Fitness: – The Journey in Progress (New Horizons) How do you assess the arts? Classroom-Based Performance Assessments are providing an avenue to answer the question of how to assess the arts in Washington state, by measuring what we want all students to know and be able to do in dance, music, theatre, and visual arts. (New Horizons for Learning, September 2005) The Journey in Progress (New Horizons) Arts Learning Standards: Superintendent’s High School Art Show: Arts Video: Learning Through the Arts (Flash) This one-minute audio-visual presentation demonstrates the integration of the Arts with “sophisticated curriculum.”Learning Through the Arts 22

23 For more information about the Arts Program in Washington, please contact: adm062010