Chicago Public Schools Department of Arts Education Mario Rossero, DirectorIAEA Presentation: Assessment and Evaluation in the Visual Arts November 3, 2012
Assessment and Telling the True Story of Arts Learning Agenda • Welcome & Introduction • Context: • 1-Strategy: The CPS Arts Education Plan • 2-Educational Shifts: Assessment and Teacher Evaluation • 3-Advocacy: Better informing decision-makers and stakeholders • Inquiry Question: • Given the changing context of arts education, how can we collect data on arts learning and arts outcomes in the most relevant and elegant way in order to activate positive change, sustain and grow arts programming, and gain greater understanding and buy-in from all stakeholders? • Questions and Closing.
Every student, every art form, every grade, every school CPS Arts Education Plan Goals Create district-level policies that support the arts in every child’s PreK-12 District Arts Policy education experience and create conditions throughout the district that utilize the arts to support student success Arts Curriculum, Ensure district arts curriculum, instruction, and assessment is consistent, Instruction, and supports arts learning pathways from PreK-12 and utilizes both direct arts Assessment instruction and arts integration strategies Provides relevant professional development for all stakeholders to buildCapacity Building their capacity for improving student learning in and through the arts; develop strategies to address the district’s challenges to arts education. Facilitate and support strategic partnerships and collaborations in the arts, built Partnership upon quality indicators, to enhance student learning at all levels and celebrate and honor student voice, culture, and traditions. Build sustainable system infrastructure to track, analyze, and disseminateData-Driven Decisions standardized data on arts instruction and programming. Ensure adequate and sustainable Arts Education funding is equitably distributed across the district and additional funds are available to support arts innovation and school action plans
Goal 5: Data-Driven Decisions This does not necessarily mean a standardized test in the arts
5E-Create an assessment system that qualitatively and quantitatively captures,measures, and communicates arts learning outcomes that recognizes the uniquenessof art and student learning. How would you create an assessment system that best tells the story of arts learning for the following audiences (whether for one classroom, one school, or a system of schools): • Students? • Parents? • Principals? • Board of Ed? • Community at large? • Funders?
Educational Shifts: Assessment and Teacher Evaluation Part 2
Case Study:-How would you assess student learning in this project? Formatively & Summatively?-How would you communicate this in understandable terms to your principal?
Assessment and Teacher EffectivenessIL: The Performance Evaluation Reform Act (PERA) (Senate Bill 315; PublicAct 96-0861) was passed by the Illinois General Assembly and signed by theGovernor in January 2010. In summary, PERA requires, among other things, that:•Upon the implementation date applicable to a school district or other coveredentity, performance evaluations of the principals/assistant principals and teachersof that school district or other covered entity must include data and indicatorsof student growth as a “significant factor”.•By September 1, 2012, principals, assistant principals, teachers in contractualcontinued service (i.e., tenured teachers) and probationary teachers (i.e.,nontenured teachers) be evaluated using a four rating category system(Excellent, Proficient, Needs Improvement, and Unsatisfactory).•Anyone undertaking an evaluation after September 1, 2012 must first complete apre-qualification program provided or approved by the Illinois State Board ofEducation (ISBE).
CPS REACH: Framework for Teaching Multiple Measures
Danielson Domains and the ArtsDomain 1: Planning and PreparationMake the most of:Choosing appropriate standards: o Illinois State Standards in the Arts o National Standards in the Arts o Chicago Guide for Teaching and Learning in the Arts o New Core Arts Standards (projected release in early 2013) o Linkages to CCSS Literacy and MathArts unit planning templatesAppropriate arts-related texts and works of artRubrics and formative assessments in addition to summativeassessments
Danielson Domains and the ArtsDomain 2: The Classroom EnvironmentMake the most of:Teacher created routines and procedures for students throughthe use of charts, logs, records and checklistsPosted student guidelines, activity logs, boards, routines andproceduresGroup analysis, revision, and critique though the support of a safeenvironment for studentsShow posters, artwork, graphic organizers and discipline-basedvisuals
Danielson Domains and the ArtsDomain 3: InstructionMake the most of:Student word wallsPosting of outcomesStudent workStudent-to-student questioning and discussion embedded ininstructionStandards based instruction guided by planningIndividual and group work by defining clear roles andresponsibilities for studentsStudent journals and self-assessment toolsFlexibility in and revision of instruction to best support studentlearningStudent input
Danielson Domains and the ArtsDomain 4: Professional ResponsibilitiesMake the most of:Post-unit reflectionsProfessional development learning and attendance throughkeeping consistent recordsCommunication with families about arts-related activates andevents and in multiple languagesParent volunteersTeacher’s artistic practice outside of the classroom andimplications for teaching practiceAttendance at arts events (performances, museum visits,concerts, etc.) and implications for teaching practiceArts related data
Advocacy: Better Informing Decision-Makers and Stakeholders Part 3
Advocacy: How to Better Informing Decision-Makers Investments and Outcomes• Inquiry Question: • Given the changing context of arts education, how can we collect data on arts learning and arts outcomes in the most relevant and elegant way in order to activate positive change, sustain and grow arts programming, and gain greater understanding and buy-in from all stakeholders?
Advocacy: How to Better Informing Decision-Makers Investments and Outcomes• Inquiry Question: • Given the changing context of arts education, how can we collect data on arts learning and arts outcomes in the most relevant and elegant way in order to activate positive change, sustain and grow arts programming, and gain greater understanding and buy-in from all stakeholders? Reach Implementation Effectiveness -program growth, student -pre/post, process -assessing st growth at #s -conversations with multiple levels, over time -program retention students (student voice) -class critique -college/career -differentiation -engagement -frequency and rotation -develop self-assess, -reflection and struggle for continuity strengths and growth over time - areas, goal setting -self-assess, strengths and -critique growth areas, goal setting -critique -electronic portfolios (over time)