Skill Based Assessments
Skills• Singing• Playing instruments• Moving• Listening• Composing, Improvising,
Arranging• Notating (perform, read,
write -PRW)
Examples• Check lists • Rating scales• Rubrics• Standardized tests
Knowledge Based Measurements
Types of Knowledge• Factual
– Terminology– Symbols (notation)– Instruments– Genres
• Procedural (“How to”)– Assemble an instrument– Build a major scale– Perform a concert
Examples
• Quizzes or tests (written)
• Worksheets
• Diagrams or graphic organizers (i.e. flow charts, concept maps, Venn chart)
Assessing Conceptual Understanding
Understanding• Concepts• Principles• Big Picture
Examples• Questioning (divergent)• Journaling• Projects
Other Considerations
• Scheduling assessments • Documenting evidence• Interpreting results– Aggregating Data– Comparing to norms
How to Define Growth
• Advancement on levels of Proficiency?
• Achievement on progressive materials?
• Progress from Pre to Post test?
• Ensemble improvement based on festival Ratings?
Current Reality
• Will/cannot measure everything we teach
• May not include all students every year
• Assessment is quantitative– Multiple choice,
true/false [Scantron]– Rubrics possible
• Performance• Essays
Legislation w/o Implementation
• MI: Awaiting Gov’s Council Report by April 30, 2012– Define rating categories (Ineffective, Minimally effective,
Effective, Highly Effective)– Recommend statewide growth tool and teacher
evaluation tool• NY: Performance tests recommended for beginning
band, BUT…– Pre-test in beginning band?– No one who has a vested interested in an assessment
may score it!• Who?? May take up to 5 days to assess all students!
Insuring Integrity
• Base assessments on curriculum, state standards [validity]
• Define and follow testing protocol = consistency [reliability]
• Archive assessment products
• Be proactive in explaining assessments to stakeholders
Possibilities for Music Ed.
• Greater attention to individual learning
• Emphasis on curriculum & standards
• Identify & define music teacher excellence– vs. smoke & mirrors
music education– Models & Mentors
Music Teachers & Standardized Tests
• The MDE will provide: Measures For every educator, regardless of subject taught, based on 2009-10 and 2010-11 data:– Student growth levels in reading and math– Student proficiency levels in math, reading, writing, science,
social studies– Foundational measure of student proficiency and
improvement (same for each teacher in a school)Understanding Michigan's Educator Evaluations, MDE (December 2010)
• How will this data be used for arts educators?• Merit pay??• Solutions = awareness & involvement
Challenges for All Teachers
• Students at various achievement levels do not grow at the same rate.– Less incentive to teach high needs students
• Research indicates that evaluation on testing may not lead to higher scores/achievement.
• Competition among teachers reduces incentive for collaboration.
• Quantitative assessment emphasizes objective knowledge vs. higher order thinking skills.
• Learning cannot be attributed to only one teacher– Private lessons & exposure to musical experience = more growth– Excellent or poor elem. general music instruction may affect
growth in MS or HS
Resources from NAfME
• Music Teacher Evaluation forum on the NAfME page
• Sample letter to Politicians on the NAfME page
Resources from SMTE & Assessment SRIG
• SMTE Resources and Perspectives on State Initiatives for Teacher Evaluation on the SMTE web page– http://smte.us/teacher-evaluation/
• Assessment Special Research Interest Group Meeting - Friday: 3:45-5:45 p.m. [Grand B]
Arts Education Policy Review Call
Special Issue: Teacher Evaluation and Arts• Education• State-level teacher evaluation policies and their effects on• P-16 arts education• Local and district-level teacher evaluation policies and their• effects on P-12 arts education• Teacher evaluation policies in higher education and their• effects on preservice arts teacher education• Descriptions of innovative approaches to P-16 teacher• evaluation in the arts• Reports of initiatives taken by P-16 schools and/or arts• organizations to advocate for arts-specific teacher• evaluation processes• The deadline for submissions is September 15, 2012.• Submissions and questions can be sent to the Editor-in-Chief,• Colleen M. Conway, at: [email protected].• For more information about Arts Education Policy Review
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