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Arts Integration Framework Series: Assessment Activities
 

Arts Integration Framework Series: Assessment Activities

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Perpich Arts Integration Project ...

Perpich Arts Integration Project
The Arts Integration Framework Series outlines a process for developing standards based arts integrated units of study. This Powerpoint outlines how to align assessment activities to benchmarks and learning goals.

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    Arts Integration Framework Series: Assessment Activities Arts Integration Framework Series: Assessment Activities Presentation Transcript

    • Aligned Lessons Video Series: “Assessment Activities” O Brought to you by the O Perpich Arts Integration Network of Teachers O and the O Perpich Center for Arts Education This project is made possible by the Minnesota State Legislature through its Arts and Cultural Heritage Fund.
    • Assessment Activities Assessments are activities students accomplish to show what they know or can do.
    •  All assessment activities begin or arise from clear learning goals.  The purpose of assessment activities is to produce evidence of student learning.  Assessments can be used for formative or summative purposes.
    • Formative Assessment  Is assessment for learning.  Formative assessments provide feed back to both the student and to the teacher about progress toward learning goals.  Formative assessments can support student learning towards final course assessment, or a summative assessment.
    •  A formative assessment should build students’ confidence that they are on the right track.  In simple terms it should help a student know, “I’m on the right track and heading for the goal,” or “Okay, I’m off track, but now I know what to do to fix it.”
    • Summative Assessment  Is assessment of learning.  It says to a student, “This is the end of the line. We’re not going to take anymore time (right now) for learning, so demonstrate how successful you’ve been at meeting the learning goal.”
    •  Summative assessments may or may not be required in your school, but all students benefit from formative assessments that are skillfully designed and used.  The difference between formative and summative assessment is in how they are used.
    • Designing Assessment Activities  Develop aligned assessment activities that measure student achievement of classroom learning goals by: 1. Aligning it to the kind of learning called for in the learning goal. 2. Selecting an efficient and effective assessment type (e.g., selected response, extended written response, performance assessment, or personal communication). 3. Creating student friendly and fair parameters for how students complete the assessment activity.
    • 1. Aligning it to the kind of learning called for in the learning goal.  This is how you can know the kind of learning described in the learning goal.  Rick Stiggins categorizes learning into four types: Knowledge: e.g., explain, describe, identify, name, list, define, label, match, choose, recall, recognize, select, understand, know Reasoning: e.g., analyze, discriminate, compare/contrast, synthesize, classify, categorize, interpret, predict, generalize, hypothesize, justify, critique, defend, evaluate, prove Skill: e.g., assemble, operate, use, demonstrate, measure, investigate, observe, listen, perform, conduct, read, speak, write, collect, explore Performance/Product: e.g., design, develop, produce, create, make, write, speak, draw, represent, display, model, construct
    • 2. Selecting an efficient and effective assessment type  These are well matched assessment types for each kind of learning: • Selected response (ex. true/false, multiple choice): good match for mastery of knowledge • Extended written response (ex. at least several sentences in length): can provide a window into the quality of student reasoning, and writing skills • Performance assessment (ex. complex performances or products): students can show a particular skill, or mastery of skill, knowledge and reasoning as they present or perform big complex products • Personal communication (ex. evidence by speaking or writing): though time-consuming, can show quality of student reasoning
    • 3. Creating student friendly and fair parameters for how students complete the assessment activity.  Select assessment activity parameters that are: • Reasonable for the classroom situation • Accessible to students • Focused on learning goals
    • What are the qualities of a well-designed assessment activity?  Research based best practices in assessment lead us to ask: • Does this assessment activity elicit rich evidence of • • • • • student learning? Are criteria for doing good work clearly stated? Does the criteria for good work relate to the learning goal, or is it focused on assessment parameters? Does the activity provide students with feedback? Does the activity put students in charge of their own learning, provide real world connections, and/or relationships outside of school? Do students act as resources for each other?
    • Evaluation Evaluation is the judgment about the level of success or achievement the student accomplishes in doing the assessment activity and, therefore, meeting the learning goals.
    • Evaluation Criteria  With teacher colleagues, examine student assessment products to develop aligned evaluation criteria that defines quality of learning. • applied to student assessment products • clearly articulated quality indicators • focused on concepts and learning type called for by the learning goal * Please see “Evaluation Criteria” in the Aligned Video Series for more detail about this topic.
    • More Resources Please refer to similar modules that explain the development of: • Professional Inquiry • Alignment of Key Teaching and Learning Components • Unpacking Standards and Benchmarks • Learning Goals • Learning Tools and Teaching Strategies
    • Please refer to http://www.mnartseducation.org for more information.