Mid-America Arts Assessment
		1. Please indicate your state. Arkansas Kansas Missouri Nebraska Oklahoma Texas
		Yes No 2. I have access to arts assessment examples in Dance that have been developed in my state. 3. I have access to arts assessment examples in Music that have been developed in my state. 4. I have access to arts assessment examples in Theatre that have been developed in my state. 5. I have access to arts assessment examples in Visual Art that haven been developed in my state.
		6. Please indicate the types of DANCE Assessment you have access to that have been developed with state-level assistance.
		Selected response items Constructed response items Understanding by design units Summative tasks None of the above
		6a. Please indicate OTHER types of DANCE Assessments you have access to that have been developed with state-level assistance.
		6b. Please indicate the types of DANCE Assessment you have access to that have NOT been developed with state-level assistance.
		Selected response items Constructed response items Understanding by design units Summative tasks None of the above
	6c. Please indicate OTHER types of DANCE Assessments you have access to that have NOT been developed with state-level assistance.
	" type="submit">

	7. Please indicate the types of MUSIC Assessment you have access to that have been developed with state-level assistance. Selected response items Constructed response items Understanding by design units Summative tasks None of the above
	7a. Please indicate OTHER types of MUSIC Assessments you have access to that have been developed with state-level assistance.
	7b. Please indicate the types of MUSIC Assessment you have access to that have NOT been developed with state-level assistance. Selected response items Constructed response items Understanding by design units Summative tasks None of the above
	7c. Please indicate OTHER types of MUSIC Assessments you have access to that have NOT been developed with state-level assistance.
	8. Please indicate the types of THEATRE Assessment you have access to that have been developed with state-level assistance. Selected response items Constructed response items Understanding by design units Summative tasks None of the above
	8a. Please indicate OTHER types of THEATRE Assessments you have access to that have been developed with state-level assistance.
	8b. Please indicate the types of THEATRE Assessment you have access to that have NOT been developed with state-level assistance.
	Selected response items Constructed response items Understanding by design units Summative tasks None of the above
	8c. Please indicate the OTHER types of THEATRE Assessment you have access to that have NOT been developed with state-level assistance.

Illinois Learning Standards

Summary The Illinois State Board of Education (ISBE) has established Learning Standards, Classroom Assessments and Performance Descriptors for all subjects including Dance, Drama, Music and Visual Arts. However, the assessment exercises are expected to be performed by classroom teachers and not evaluated on a statewide ISBE-monitored level. In fact, arts assessment is not a required component of evaluating Illinois students’ academic progress. Following is the general discussion of all Illinois learning standards – the information applies to the arts.

Classroom Assessments and Performance Descriptors The classroom assessments are resources to help teachers determine local performance expectations for the Illinois Learning Standards at each grade level. Each assessment includes: Performance Standard: description of the performance to be assessed. Assessment Procedures: step-by-step directions for administering the assessment. Evaluation Procedures: evaluating evidence that the student work meets the criteria stated in the rubric. Rubric: criteria for evaluating student work and determining the levels of performance. Student Work: examples of student work validated by educators at the “meets” and “exceeds” performance levels. The Performance Descriptors are classroom resources for voluntary use at the local level. They are not intended to replace the Illinois Learning Standards. Instead, they supplement them by providing sufficient detail and examples to enable teachers to establish appropriate grade-level performance expectations for students. Whereas the benchmarks filled in detail on each of the standards at five grade-level clusters, the Performance Descriptors provide additional detail at each grade level and indicate how students demonstrate mastery of progressively more difficult content and cognitive skills over ten incremental stages of development. Performance Descriptors identify ten developmental stages for each Learning Standard: stages A – H correspond to grades 1 – 8 and stages I and J correspond to early and late high school. We used stages instead of grade levels to accommodate the range of development that exists in every classroom. For example, we would recommend that a third grade teacher begin by looking at Stage C which was written with third graders in mind. But we would also recommend looking at Stages B and D. Teams of Illinois teachers developed the assessments which also cover 10 stages. Teachers from school districts from across the state then field-tested the assessments and provided student work samples. Panels of field-test teachers and other educators validated the work samples at the “meets” and “exceeds” performance levels. Collectively, the writers and field-testers of these assessments have devoted thousands of hours of their time to create the classroom assessments. These assessments are intended as a resource, not a mandate, to illustrate how student performance of each Learning Standard can be assessed at each grade level. They are not exhaustive. In fact, the intent is for local school districts to adapt these assessments to their own uses and to develop others using the Performance Descriptors as a basis. A rubric focuses the evaluation of all student work on the overarching, essential elements of learning in that area. Each classroom assessment augments the rubric by providing the task specific kind of evidence teachers should look for in the student work. The general rubrics developed by ISBE’s Assessment Division for reading and writing were used for these assessments.

Midwest Survey as adapted by Sarah Fronczek

1. Information
What state are you from?_________________________________

What is the name of your state agency?_______________________________________

II. Inventory

1. I have access to arts assessment examples in specific art forms that have been developed in my state.

	Dance	Music	Theatre	Visual Art
Yes
No
Don’t Know

2. Please indicate which types of DANCE assessment examples you have access to that have been developed with state-level guidance.

	With student work	Without student work	Developed at the local level	Developed at the state level
Selected Response Items
Constructed Response Items
Understanding By Design Units
Summative Tasks
Please provide further information about how these items were developed and the means through which they can be accessed (include web links when possible).

3. Please indicate which types of MUSIC assessment examples you have access to that have been developed with state-level guidance.

	With student work	Without student work	Developed at the local level	Developed at the state level
Selected Response Items
Constructed Response Items
Understanding By Design Units
Summative Tasks
Please provide further information about how these items were developed and the means through which they can be accessed (include web links when possible).

4. Please indicate which types of THEATRE assessment examples you have access to that have been developed with state-level guidance.

	With student work	Without student work	Developed at the local level	Developed at the state level
Selected Response Items
Constructed Response Items
Understanding By Design Units
Summative Tasks
Please provide further information about how these items were developed and the means through which they can be accessed (include web links when possible).

5. Please indicate which types of VISUAL ART assessment examples you have access to that have been developed with state-level guidance.

	With student work	Without student work	Developed at the local level	Developed at the state level
Selected Response Items
Constructed Response Items
Understanding By Design Units
Summative Tasks
Please provide further information about how these items were developed and the means through which they can be accessed (include web links when possible).

III. Professional Development

1. Please rate your level of knowledge within each area.

	Novice	Intermediate	Experienced
Selected Response
Constructed Response
Understanding By Design Units
Summative Tasks
Formative Assessment Strategies
Looking at Student Work
Coherent & Balanced Assessment Systems

2. Indicate how each form of assessment relates to your state's art education goals.

	Not Relevant	Somewhat Relevant	Very Relevant
Selected Response
Constructed Response
Understanding By Design Units
Summative Tasks
Formative Assessment Strategies
Looking at Student Work
Coherent & Balanced Assessment Systems

3. Is there state policy that articulates arts assessment goals?

Yes________ No_________

If Yes, please provide link to state statute._______________________________________

4. For yourself, what professional development needs do you have pertaining to arts assessment?

5. What do you think are the three most important field-based professional development needs in arts assessment in your state?

One
Two
Three

6. Which of the following state-based trainings are available and to whom?

	Dance Educators	Music Educators	Theatre Educators	Visual Art Educators	Teaching Artists
Summer institute focused specifically on arts assessment
Summer institute with general assessment component
Specific arts assessment training during school year
General assessment training during school year

IV. Partnerships with Higher Education

1. How are institutes of higher education involved in arts assessment training for teachers in the field?

2. To what extent must graduates of your state's arts teacher preparation programs demonstrate assessment knowledge or skill? Include a link to any policy.

3. Does your state require knowledge in arts assessment for continued licensure?

Yes__________ No__________ Don’t know___________ It Depends_____________

If you answered “it depends”, please indicate on what conditions it depends.

4. In which arts areas do universities in your state offer graduate courses specifically in arts assessment?

	Yes	No	Don’t know	If yes, name(s) of universities
Dance
Music
Theatre
Visual Arts

5. In which arts areas do university faculty participate in and support state/local arts assessment work?

	Yes	No	Don’t know	If yes, name(s) of universities
Dance
Music
Theatre
Visual Arts

6. Please list higher education faculty whom you would identify as an expert in arts assessment and in which arts form(s)they are expert.

V. Additional Partnerships

1. Please list K-12 educators and artists whom you would identify as an experts in arts assessment and in which arts form(s)they are expert.

2. As a state initiative, which arts partners gather to work on arts assessment issues?

State Education Agency______ Local District Personnel_________

Art Organization Personnel__________ Institutions of Higher Learning___________

Other (please specify)_______________________________________________________________________

3. For each district in which a quality arts assessment model exists, please list the following: the contact person, artistic discipline, grade levels, type of district (urban, suburban, rural), and the nature of assessment available.