1. Standards, Assessment and Understanding by Design: Exploring the Model Cornerstone Assessments (MCAs)

2. National Art Education Association Purdue University
Dr. Robert Sabol
Past President,
National Art Education Association
Purdue University
Lynn Tuttle
National Association for Music Education

3. An Overview of the Standards

4. The standards are based on the work of Grant Wiggins and Jay McTighe in
Understanding by Design (2005).

5. The standards were designed to reflect the principles and ideas detailed in the NCCAS document, Philosophical Foundations and Lifelong Goals for Artistic Literacy.
The standards include common Anchor Standards for Dance, Media Arts, Music, Theatre, and Visual Arts.

6. The standards have been published in a web-based environment.
Clickable
Searchable
Showcasing evidence of student work
Examples of student work
Model Cornerstone Assessments
Creation of your “own account” to build your personalized view of the standards

7. Available at:

8. Artistic Processes included in the New Standards
Creating new artistic work.
Presenting/Performing/Producing an existing work.
Responding to artistic works and performances as audience/consumer.
Connecting artistic ideas and work with personal meaning and contextual knowledge .

9. The National Core Arts Standards Model
Philosophical Foundations and Core Arts Standards
Artistic Processes: Creating, Presenting, Responding, and Connecting
Enduring Understandings
Essential Questions
Common Anchor Standards
Performance Standards or Tasks
Model Cornerstone Assessments

10. Questions?

11. Model Cornerstone Assessments

12. MCAs were modeled after “Cornerstone Tasks” developed by Wiggins and McTighe.
Based on the Understanding by Design Framework

13. Introducing the Model Cornerstone Assessments
Model Cornerstone Assessments accompanying the new standards are samples or models teachers can use as examples when they create their own cornerstone assessments or they may be used as intact assessments.

14. Introducing the Model Cornerstone Assessments
(continued)
Model Cornerstone Assessments are designed to reflect Artistic Processes (Creating, Presenting/Performing/ Producing, Responding, and Connecting)

15. Introducing the Model Cornerstone Assessments
(continued)
Model Cornerstone Assessments may address all of the Artistic Processes (Creating, Presenting/Performing/Producing, Responding, and Connecting) or they may address one or more of the Artistic Processes.

16. Introducing the Model Cornerstone Assessments
(continued)
Model Cornerstone Assessment have been created for grades bands 2, 5, 8 and for the three performance levels of Proficient, Accomplished, and Advanced at the secondary school level.

17. Introducing the Model Cornerstone Assessments
(continued)
Model Cornerstone Assessments were written by teams consisting of members of the standards writing teams and other arts educators.

18. Model Cornerstone Assessment Characteristics
Model Cornerstone Assessments:
1. Are grounded in the standards.
2. Are performance tasks that are completed over time rather than on demand.
3. Are curriculum embedded, as
opposed to externally imposed.
4. Recur across the grades, becoming
increasingly sophisticated over time.
5. May be used both as rich learning activities and assessment instruments.

19. Model Cornerstone Assessment Model
Title and Short Description of the Assessment
Strategies for Embedding in Instruction
Detailed Assessment Procedures
Key Vocabulary, Knowledge, and Skills
Strategies for Inclusion
Differentiation Strategies
Resources, Scoring Devices

20. Available at:

21. The Model Cornerstone Assessment Template

23. Knowledge and Skills [other than Key Vocabulary]
Strategies for Inclusion (Specially designed instruction and support for students with disabilities to provide equitable learning opportunities. This may be filled in by individual teachers based on their own students’ needs.)
Resource:
Differentiation Strategies (Instructional approaches that respond to individual student needs and strengths to maximize student learning and success.)
Resources (download April 26, 2014):
 Detailed Assessment Procedures [clear outline of procedures necessary to obtain comparable work from multiple teachers - i.e., coding and file format for preservation of student work (mp3, PDF), etc.]
Knowledge, Skills and Vocabulary [focusing on concepts required to successfully complete the task]
Key Vocabulary
Knowledge and Skills [other than Key Vocabulary]
Students will:
Scoring Devices [rubrics, checklists, rating scales, etc. based on the Standards and Traits]
Task Specific Rubrics

24. Build as many rows as needed for this task. Assessment Focus
Note: The first column will vary depending on discipline specific approach to work.
Build as many rows as needed for this task.
Assessment Focus
Artistic Process or Process Components
Enduring Understandings
Essential
Questions
Anchor Standards
Key Traits
Performance Standards
(Advanced)
Insert Artistic Process if applicable (using process components)
Creating
Presenting/
 Performing/ Producing
Responding
Connecting

25. All existing Model Cornerstone Assessments are posted on the NCCAS website.

26. NCCAS received grants from the National Endowment for the Arts to conduct benchmarking of the Model Cornerstone Assessments.
Work on the grant began in the fall of 2014 and continued through the summer of 2016.
Benchmarks for all MCAs will be published on the NCCAS website this winter.

27. MCA’s – Discussion with the discipline leaders
How did your discipline design and develop MCA’s?
What has your discipline learned through the piloting process?
What are next steps in terms of MCA development – and design?

28. Questions?

29. Thank You!