Transcript MAEIA - Michigan Assessment Consortium

Arts Education and Assessment
MI-Model Arts Education
Instruction and Assessment
(MAEIA) Project
Michigan School Testing
Conference
February 21, 2013
-Session E4
Session Overview
• Introduce the MAEIA
• Provide context through Michigan Arts Census
• Provide context through NCCAS and 21st Century
Skills
• Speak to Assessment and Instructional
Implications
▫ 4C’s of the 21st Century Skills
▫ Processes inherent in Art Literacy
• Assessment Example Walkthrough
Who is the MAC?
“…individuals and organizations
that work together to promote the
use of balanced assessment
systems, so that students learn,
grow, and flourish…”
Michigan Assessment
Consortium
•Promote assessment knowledge and
practice
•Provide professional development
•Produce and share assessment tools
and products
Vision of MAEIA 3-year project
• MAEIA Arts Education Instructional Blueprint
provides a detailed description of a high quality
instructional program in the arts.
• The Blueprint is based on Michigan’s content
standards and is aligned to standards of quality
identified by the National Coalition for Core Arts
Standards (NCCAS) in development by State
Education Agency Directors of Arts Education
(SEADAE) and national association partners.
Vision of MAEIA 3-year project
• MAEIA Audit Tool for districts to use in assessing the
quality of their arts education instructional program
has been developed and is available for voluntary
use by districts.
• Assessment specifications and prototypes to guide
the future development of student assessments in
the arts have been developed and are available for
voluntary use by teachers and districts.
• A system for monitoring implementation of the
blueprint, use of the audit tools and use of the
assessments has been developed.
CONTEXT In MICHIGAN
FOR THIS WORK
Michigan
Arts Education Census
A Comprehensive Survey of Arts Education
in Michigan Schools
Data Collected: October 2011 – December 2011
Report : September 2012
Cypress Research Group
MI ARTS EDUCATION CENSUS
In the fall of 2011, Quadrant Arts Education Research, on behalf of the Arts Education in Michigan Schools
Research Project, began a study of the level of arts education in Michigan schools. Principals of 4,163
schools, including 718 private and 293 charter schools, were asked to complete an on-line survey
providing detailed information on arts education in their schools. The survey captured baseline data on arts
education, including:
•Types of arts courses (curricular and extra-curricular) offered, by grade level (for music, visual arts,
theater, and dance);
•Number of students enrolled in arts courses;
•Number of hours in a year dedicated to arts education, by arts discipline;
•Certification level of teachers providing arts education;
•Non-salary budgets allocated to arts education;
•Use of visiting artists, field trips, and artists-in-residence;
•Professional development offerings to art and general classroom teachers;
•Policies in place regarding arts education (adoption of standards, high school arts graduation
requirements, etc.).
A total of 826 schools completed a questionnaire -- a 20% response rate. A total of
460,066 students, or 30% of the total student population were represented by
responding schools.
AVAILABILITY OF ARTS EDUCATION IN MI SCHOOLS
Schools With at Least One Course, By Arts Discipline
% of Responding Schools
94% of schools have at least
one course in any of the four
arts disciplines.
Dance
100%
93% of schools have at least
one course in any of the four
arts disciplines.
Music
91%
86%
76%
80%
Theatre
92% of schools have at least
one course in any of the four
arts disciplines.
Visual Arts
77%
76%
60%
43%
40%
20%
84%
24%
6%
11%
10%
6%
0%
Elementary
(n=521)
Q1: What is the total number of courses offered in EACH arts area?
Middle
(n=360)
High School
(n=298)
RECOMMENDATIONS
▫ Access for All – Michigan Department of Education, Michigan State Board of Education, in partnership
with concerned statewide organizations, determine the reason more than 100,000 students attend
schools without any arts education and provide recommendations and strategies to reduce this
number to zero.
 Accountability – Michigan Department of Education require schools to publicly report annually
information regarding access to arts courses; level of student participation; educators assigned to
provide instruction; and a demonstration of how schools are meeting the arts standards.
▫ Arts Education Policy – Michigan State Board of Education adopt a policy addressing the importance of
arts education in a student’s holistic development while outlining what a high quality arts education is
in Michigan.
 Arts Education Strategic Plans – Each school district include the visual and performing arts education in
district strategic plans.
 Develop Appropriate Student/Teacher Assessment System – Development of an appropriate
assessment system, centered around the acquisition of skills and knowledge in all four arts disciplines,
to be piloted in the 2013/2014 school year.
CONTEXT In U.S.
FOR THIS WORK
National Context
Exit Outcomes for K-12 Arts
College Board research asked, “How should K-12 arts
Education contribute to success in college and life
beyond K-12…”
“develop functional competence in manipulating the
basic elements, principles and vocabulary of dance,
media arts, music, theatre and visual art; and, to
refine one’s work in response to feedback.”
p. 15 NCCAS Conceptual Framework c. 2013
Artistic Literacy defined…
The knowledge and understanding required to
participate authentically in the arts. Fluency in the
language(s) of the arts is the ability to create,
perform/produce/present respond and connect
through symbolic and metaphoric forms that are
unique to the arts…an artistically literate person can
transfer arts knowledge, skills, and capacities to
other subjects, settings, and contexts.
Developing 21st Skills Through the Arts
Due to the highly process-oriented and reflective
nature of arts making, arts education naturally
encourages
• Creative thinking
• Logical reasoning
• Meta-cognition
• Fostering connections among arts and between
arts and other disciplines(result= access, develop,
express & integrate meaning across content
areas).
4 C’s in 21st Century Skills
• Creativity
• Critical thinking
• Communication
• Collaboration
Partnership for 21st Century Skills
4 C’s in 21st Century Skills
NCCAS 2013 Conceptual Framework
Elbow Conversation
• What are the implications for assessment?
National Arts Standards Work
nccas.wikispaces.com
Underpinning New National Arts Standards
• The philosophical foundations and lifelong goals establish
the basis for the new standards and illuminate artistic
literacy by expressing the overarching common values and
expectations for learning in arts education across the five
arts disciplines.
National Core Arts Standards: A Conceptual Framework for Arts Learning
Artistic Processes by Each Arts Discipline
• The Artistic Processes are the cognitive and
physical actions by which arts learning and making
are realized.
• Creating, Performing, Responding and Connecting
National Core Arts Standards: A Conceptual Framework for Arts Learning
Examples of Enduring Understandings
• In the visual arts standards for the artistic process of Creating:
▫ “Artists use various sources and methods to make meaningful work.”
• In the music standards for the artistic process of Responding:
▫ “Individuals’ interpretation of a work of art is influenced by their
background, experience, and personal aesthetic.”
• In the theater standards for the artistic process of Performing:
▫ “Artists analyze, evaluate and refine their work over time toward an
ever-rising standard of excellence.”
• In the dance standards for the artistic process of Connecting:
▫ “Form and content in one art form can transfer and interface with
other arts.”
National Core Arts Standards: A Conceptual Framework for Arts Learning
Bloom’s Taxonomy- 21 Century Version
Eval.
Creating
Synthesis
Evaluation
Analysis
Analysis
Application
Application
Comprehension
Understanding
Knowledge/Recall
Remembering
*Bloom, 1956
*Anderson & Krathwohl, 2001
Creating
Evaluation
Analysis
BLOOM’S TAXONOMY – 21st
Century Version
Creating: the highest level of
thinking
Synthesize information
across multiple sources or
texts
Application
Articulate a new voice,
alternate theme
Understanding
Anderson &Remembering
Krathwohl, 20o1
Anderson & Krathwohl, 2001
Elbow Conversation
• What are the implications for instruction?
The link between
Arts Instruction and Assessment
resulting in the attainment of 21st
century skills.
ASSESSMENT
INSTRUCTION
Dance
• Standard 1.
▫
Students will perform set dance forms in formal and informal
contexts and will improvise, create, and perform dances based on
their own movement ideas. They will demonstrate an understanding
of choreographic principles, processes, and structures and of the roles
of various participants in dance productions.
• Standard 2.
▫ Students will know how to access dance and dance-related material
from libraries, resource centers, museums, studios, and performance
spaces. Students will know various career possibilities in dance and
recreational opportunities to dance. Students will attend dance events
and participate as appropriate within each setting.
• Standard 3.
▫ Students will express through written and oral language their
understanding, interpretation, and evaluation of dances they see, do,
and read about. Students will acquire the critical vocabulary to talk
and write about a variety of dance forms.
• Standard 4.
▫ Students will know dances from many cultures and times and
recognize their relationship to various cultural, social, and historic
contexts. Students will recognize that dance is performed in many
different cultural settings and serves many functions in diverse
societies.
Note: The still photograph is provided to give an idea of the content.
DANCE
Standard
Performance
Indicator (2e)
1.
In which joint should the movement of the legs from parallel to turned-out
position be initiated?
a.
b.
c.
d.
2.
A person in which dance-related career analyzes and writes about dance
performances?
a.
b.
c.
d.
3.
ankle
hip
knee
lower back
arts manager
choreographer
dance company manager
dance critic
When creating a dance or movement study, floor patterns are created by
a.
b.
c.
d.
slow and fast time
high and low space
light and strong effort
straight and curved pathways
2
Performance Event Items
Note: The student creates a movement study and also must
demonstrate dance skills.
Dance
Standards 1,2,&3
• Exercise A - Choreography and Performance
Performance Indicators
1(a), (b;, 2(a); 3(c)
▫ Description of Exercise A: The student works individually to create and
perform a dance study. The study includes at least five dance concepts that
include knowledge of stage direction; variations in time, space, force/energy;
or specific types of movement. A checklist is provided to guide the student’s
rehearsal process.
• Exercise B - Skill Demonstration
▫ Description of Exercise B: In 90 seconds after completing Exercise A, each
student will be required to demonstrate, at the teacher’s request, five
movement ideas. These movements will be the same for each student, and
could include stage directions; specific variations of time, space,
force/energy; and/or specific movement vocabulary.
Performance/Portfolio Items
Part
Task Descriptions
DANCE
Standards
1-4
Performance Indicators May
Vary
A
Mandatory trio or duet choreography and performance, with required elements,
notation, and reflective questions. The choreography is to be inspired by another
art form. The performance is to be no longer than five minutes.
B
A research project in which the student researches anatomical structures and
relates them to dance movement through narrated demonstration. May also
include demonstrating some section of class work (such as warm-up, or a specific
step or movement) while relating the exercise to anatomical structures.
C
Student-selected work that demonstrates proficiency in a standard not yet
adequately represented in the portfolio.
D
The self-assessment task gives the student the opportunity to assess himself/
herself and his/her level of achievement in the four standards.
Links Among Achievement Targets and Assessment Methods
Assessment Method
Target To Be
Assessed
Selected
Response
Knowledge
Mastery
Reasoning
Proficiency
Skills
Ability to
Create
Products
Extended
Written
Response
Performance
Assessment
Personal
Communication
Good match for
assessing mastery of
elements of
knowledge.
Good match for
tapping
understanding of
relationships
among elements
of knowledge.
Not a good match
– too time consuming to
cover everything.
Can ask
questions,
evaluate answers
and infer mastery
– but a timeconsuming option.
Good match only for
assessing
understanding of
some patterns of
reasoning.
Written
descriptions of
complex problem
solutions can
provide a window
into reasoning
proficiency.
Can watch
students solve
some problems
and infer
reasoning
proficiency.
Can ask student to
“think aloud” or
can ask follow-up
questions to probe
reasoning.
Not a good match. Can assess mastery of
the knowledge prerequisites to skillful
performance but cannot rely on these to
tap the skill itself.
Not a good match.
Can assess mastery
of knowledge
prerequisite to the
ability to create
quality products, but
cannot use to assess
the quality of
products themselves.
Strong match
when the product
is written. Not a
good match when
the product is not
written.
Good match. Can
observe and
evaluate skills as
they are being
performed.
Strong match
when the product
is performance.
Can assess the
attributes of the
product itself.
Strong match
when skill is oral
communication
proficiency; not a
good match
otherwise.
Not a good match.
Links Among Achievement
Targets and Assessment Methods
Source: Adapted from Student-Involved
Assessment for Learning, 4th ed. (p. 60),
by R.J. Stiggins, 2005, Upper Saddle
River, NJ: Merrill/Prentice Hall.
Reprinted in Classroom Assessment for
Student Learning: Doing It Right –
Using It Well, (p. 100), by Rick Stiggins,
Jan Chappuis, Steve Chappuis, Judith
Arter, 2006, Portland, OR: Educational
Testing Service.
A Balanced Assessment System
Common
Core State
Standards
specify
K-12
expectations
for college
and career
readiness
Teacher resources for
formative
assessment
practices
to improve instruction
Summative
assessments
Benchmarked to
college and career
readiness
Teachers and
schools have
information and
tools they need
to improve
teaching and
learning
All students
leave
high school
college
and career
ready
Interim assessments
Flexible, open, used
for actionable
feedback
•Your assessment accurately and
st
effectively assesses 21 Century
Skills when it…
Assessment Specification Writers
• Call for participation and application
 mi-arts.wikispaces.com
• Deadline for applications – March 1, 2013
37
 Website www.michiganassessmentconsortium.org
 Follow MAC
Follow MI-Arts (MAEIA)
Wiki mi-arts.wikispaces.com
Contact Information
• Kathy Dewsbury-White
▫ [email protected]
• Ed Roeber
▫ [email protected]
• Barb Michelutti
▫ [email protected]