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Arts Assessment

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Understanding arts assessment within your organization. What role does it play in improving the atmosphere, legitimacy, strength & reputation of your school or organization.

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Arts Assessment

  1. 1. Arts Assessment Alana Seddon
  2. 2. Goals <ul><li>To provide reasons for establishing an evaluation system </li></ul><ul><li>To provide basic understanding of assessment tools </li></ul><ul><li>To provide a starting library of assessment tools </li></ul><ul><li>To teach participants how to write their own assessment tools </li></ul>
  3. 3. Reasons for Assessment <ul><li>Feedback to the parent/student </li></ul><ul><li>Feedback to the teacher </li></ul><ul><li>Documentation for the School </li></ul>
  4. 4. Feedback to the parent/student <ul><li>Parents have a right to know what their child is learning </li></ul><ul><li>Provide detailed assessment of student achievement/progress </li></ul><ul><li>Provides parental security of adequate instruction </li></ul>
  5. 5. Feedback to the Teacher <ul><li>Calls attention to all aspects of performance </li></ul><ul><li>Focus their instruction on areas of weakness </li></ul><ul><li>Describe progress, goals and expectations </li></ul>
  6. 6. Documentation for the School <ul><li>Track student’s achievement </li></ul><ul><li>Justify existence with national associations </li></ul><ul><li>Justify space, time, and money spent on programs </li></ul><ul><li>Provides betterment of instruction for all programs </li></ul><ul><li>Supports teacher competency </li></ul>
  7. 7. What makes a well constructed test ? <ul><li>Reliability = consistent scoring </li></ul><ul><li>Validity = truly testing what the instructor intended to test </li></ul>
  8. 8. Evaluation of Private Lesson Students Formal Evaluation
  9. 9. Specific Formal measurements throughout the semester or year <ul><li>Rating Scales </li></ul><ul><ul><li>Continuous </li></ul></ul><ul><ul><li>Additive </li></ul></ul><ul><li>Liekart Scales </li></ul><ul><li>Attendance Record </li></ul>
  10. 10. Rating Scales <ul><li>5 criteria yields the highest reliability </li></ul><ul><li>Additive rating scale - criteria can stand alone </li></ul><ul><li>Continuous rating scale - criteria are dependent upon one another </li></ul>
  11. 11. Continuous Rating Scale <ul><li>Tonal Rating Scale </li></ul><ul><li>5 The student performs all pitches accurately with good intonation </li></ul><ul><li>4 The student performs most phrases accurately </li></ul><ul><li>3 The student performs more than half the song accurately </li></ul><ul><li>2 The student performs at least one phrase accurately </li></ul><ul><li>1 The student performs the first and/or last note accurately </li></ul>
  12. 12. Additive Rating Scale <ul><li>Expression Rating Scale (check all that apply) </li></ul><ul><li> The student performs with a sense of resolution to phrases. </li></ul><ul><li> The student performs with dynamics. </li></ul><ul><li> The student performs with movement to the music. </li></ul><ul><li> The student performs with proper articulation. </li></ul><ul><li> The student performs proper score expressions (accents, fermata, release, etc.). </li></ul>
  13. 13. Liekart Scales <ul><li>Continuous rating scale but with less specific criteria </li></ul><ul><li>Criteria needs to be specific to allow the highest consistency (reliability) </li></ul>
  14. 14. Liekart Scale <ul><li>5=excellent 4=good 3=satisfactory 2=poor 1=very poor </li></ul><ul><li>Pitch 5 4 3 2 1 </li></ul><ul><li>Rhythm 5 4 3 2 1 </li></ul><ul><li>Tone production 5 4 3 2 1 </li></ul><ul><li>Articulation 5 4 3 2 1 </li></ul><ul><li>Expression 5 4 3 2 1 </li></ul>
  15. 15. Attendance Record Materials Books Attendance Name
  16. 16. The Creation of Measurement Tools
  17. 17. Dimensions <ul><li>Tonal </li></ul><ul><li>Rhythm </li></ul><ul><li>Expression </li></ul><ul><li>Executive Skills </li></ul>
  18. 18. Criteria <ul><li>Descriptive statements </li></ul><ul><li>Define various levels of achievement </li></ul><ul><li>Know your expectations of your students </li></ul>
  19. 19. Evaluation of Private Lesson Students Informal Evaluation
  20. 20. Informal Evaluation throughout the term <ul><li>Musical Preparation </li></ul><ul><li>Material Preparation (obtains and brings appropriate materials to lessons) </li></ul><ul><li>Attention, Cooperation and attitude during lessons </li></ul>
  21. 21. Evaluation of Private Lesson Students Semester or Yearlong Documentation
  22. 22. Semester or Yearlong Evaluation <ul><li>Portfolio </li></ul><ul><ul><li>Rating Scales </li></ul></ul><ul><ul><ul><li>Recital Performances </li></ul></ul></ul><ul><ul><ul><li>Performances within a lesson </li></ul></ul></ul><ul><ul><ul><li>Student’s self-evaluation </li></ul></ul></ul><ul><ul><li>Repertoire List </li></ul></ul><ul><ul><li>Summative Report in writing </li></ul></ul>
  23. 23. Evaluation of Teachers Topics for Discussion
  24. 24. Topics for discussion <ul><li>Efficiency/Timeliness </li></ul><ul><li>Effective teaching practices </li></ul><ul><li>Demonstrative modeling </li></ul><ul><li>Supportive learning environment </li></ul><ul><li>Use of appropriate literature </li></ul><ul><li>Communication skills </li></ul>
  25. 25. Tools for teacher assessment <ul><li>Self-Evaluation Document </li></ul><ul><li>Parental Feedback </li></ul><ul><li>Retention Study </li></ul><ul><li>Class Observations </li></ul><ul><li>Student Performance Reviews </li></ul><ul><li>Meeting/Discussion between Teacher and Supervisor (standard areas of discussion) </li></ul><ul><li>Written review by Supervisor </li></ul>
  26. 26. Teachers: Self-Evaluation <ul><li>Teachers assess their progress in written form </li></ul><ul><li>Reviewed by a supervisor </li></ul><ul><ul><li>supports a true and accurate self-assessment </li></ul></ul><ul><ul><li>ensure discussion and feed-back </li></ul></ul>
  27. 27. Parental Evaluation of Teachers <ul><li>Used to find consistent areas of deficiency and strength </li></ul><ul><ul><li>teacher/student/parent relationships </li></ul></ul><ul><ul><li>Communication </li></ul></ul><ul><ul><li>timeliness </li></ul></ul><ul><li>Reviewed by the teacher – anonymously </li></ul><ul><li>areas of concern discussed between the supervisor and teacher maintaining the confidentiality of the family/student </li></ul>
  28. 28. Retention Study <ul><li>Have office staff conduct retention studies from fall to spring and from spring to fall for each teacher </li></ul><ul><li>List names of students who do not continue for discussion if retention is not high </li></ul>
  29. 29. Class Observations <ul><li>Only beneficial if the observation does not negatively affect instruction (questionable for private lessons) </li></ul><ul><li>Be aware that one time observances do not necessarily paint an accurate picture </li></ul>
  30. 30. Student Performance Reviews <ul><li>Helpful to see as many performances as possible to get the best picture. </li></ul><ul><li>Not necessarily accurate picture of good instruction depending on what types of students the teacher takes as well as types of students they place in a recital </li></ul>
  31. 31. Meeting between teacher and supervisor <ul><li>Review self-assessment </li></ul><ul><li>Discuss any retention concerns </li></ul><ul><li>Discuss any consistent parental concerns </li></ul><ul><li>Open communication regarding what the school can do to be more supportive </li></ul><ul><li>Collaboratively write a formal review </li></ul>
  32. 32. Administrative Evaluation of Teachers by a Supervisor <ul><li>Standard form for use with every teacher </li></ul><ul><ul><li>annually for newer teachers </li></ul></ul><ul><ul><li>bi-annually (or at your discretion) for veteran teachers </li></ul></ul><ul><li>Ample knowledge of teaching skills, not of the specific instrument, by the supervisor must be known to ensure fair assessment </li></ul>
  33. 33. Conclusion <ul><li>Evaluation needs to be done formally and informally to support teacher, student and school successes </li></ul><ul><li>Careful attention to methods of evaluation and measurement can simplify the process and make it more accurate </li></ul>

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