Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Arts Assessment


Published on

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

  • Be the first to comment

  • Be the first to like this

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>