I thought I’d pass along a few notes I took regarding assessment at the National Art Education Association convention. The national organization has decided to develop position papers about where it stands regarding issues relating to curriculum, assessment, instruction and relationships. I participated on the assessment table. Essentially, over a two day – six hour period assessment was boiled down to four main questions:
1. Who should be assessed?
- Students
- Educators
- Programs
2. Who has concerns about who is being assessed
- School boards
- Decision makers
- Stakeholders: parents, art educ., students
3. Why assess?
- What are the purposes, goals, aims of assessment
- To determine levels of achievement
- To evaluate programs
- To evaluate instruction
- To evaluate curriculum
- If/which standards have been met
- Validity
- reliability
4. What to assess?
- The content of art education
- Knowledge
- Skills
- Processes
- Work habits/behaviors
- Creativity
- Personal expression
- Relationship of assessment to standards
- Behaviors
- Higher order thinking skills
- Critical thinking
- Problem solving
- Research
- Communication
- Evaluation/reflection
- Risk taking
- Classroom conduct
4. How to assess?
- Methodology
- Appropriate to goal
- Rubrics
- Professional development about…
- Uses of technology in assessment
- Digital portfolio
- Computer assisted assessment
- Data storage
- Timing of assessment
- Formative
- Summative
- Multiple assessments
- Based on clear and concise standards/criteria
From here, the regional teams will develop these into a one or two pager. The process will take about a year. It seems to be an interesting frame to wrap thinking around.
Rosemary Burns, Rhode Island
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