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Why Have Assessments?
NCLB
demands that states assess their students in core subject matter. This
high-stakes standardized testing will not give you an accurate snapshot
of student proficiency. In most states, different students take the
test every year and the test changes. Because of this, it is impossible
to see growth over time.
Enter
alternative assessments. Not only will these give you a much more
accurate snapshot of your students, but you can adjust your teaching so
that you focus on identified weak areas.These will in turn help your
school meet AYP.
Performance-based Assessments
Performance-based assessments, also called authentic assessments, are a
form of testing that requires students to perform and demonstrate a
task rather than write or select an answer. The advantage of this is
that it is a very accurate indicator of student knowledge. The
disadvantage is that sometimes a teacher has to make subjective
judgments about the work. This is why it is important to use rubrics prior to giving a grade. Rubrics will take most of the subjectivity away.
There are several ways to give performance-based assessments. One is the portfolio.
The student (or with younger children, the teacher) collects their best
work and saves it for a time when the teacher can sit down with the
student and give feedback. The portfolio is a great way to illustrate
improvement over time. Journals also fall in this category.
Another assessment is the extended task.These
are assignments that are carried out over several hours or longer. They
could include poems, collections, models, musical scores, inventions,
drafting, science experiments, and of course, an art project.
The final performance-based assessment is called the open-ended or extended response exercise.
Students explore a topic orally, or in writing. An oral report from a
science experiment, art criticism, presenting arguments, and speeches
are items that fit in this category.
You can find out more about performance-based assessments here and here.
|
Type of Assessment |
|
Course Grades/Class Assignments |
|
End of Course Surveys |
|
Field
Observations/Journals |
|
Work
Samples |
|
Evaluations |
|
Proficiency Exams |
|
Logs |
|
Electronic & Regular Portfolio |
|
Peer
Reviews |
|
Internal Audits |
Standardized Assessments
Standardized tests measure a student's performance compared to others
who took the test. If everhyone did poorly on the test and you had the
highest score, your score would be considered the highest score. This
also works inversely. If every did very well on the test and you were
the lowest- no matter how good- you would have the lowest possible
score.
There are
many types of standardized assessments. These seem to be popular with
politicians and testing companies who make a lot of money publishing
and scoring them. The Wechsler Intelligence, the Kaufman Assessment,
and the SAT are included in this category. According to Stephen J.
Silver, there tests have proven to be an inaccurate indicator of
intelligence due to examination errors, over-interpretations of data
and other facts.
Standards-based Assessments
With these tests, the standards or objectives are set ahead of time so
students know what they have to know.The grading criteria is also set
in advance. Usually each question is assigned points. If given
properly, it is clear whether students have mastered that standards
given. The advantage to this test is that students are measured against
standards of performance.
The
disadvantage is that usually this test is given as multiple choice (as
in most state tests for NCLB) usually as a "bubble in" test where
students use a #2 pencil to fill in a circle. They are also given as
the sole criteria for success. Many times, standards-based tests are
standardized and don't measure the breadth and depth of a standard.
Sometimes the questions are vague and students are over-tested.
Because
politicians and other people who are clueless about education are
involved with setting up the testing, it is not done properly so that
it supports good teaching rather than undermines it.
Competency-based Assessments
With competency-based assessments (also called learner-centered assessment), goals are set, evidence of mastery is collected and compared to objectives and an opinion is formulated.
The assessments are individual and not compared among other students.
Competency-based assessments can be given as performance-based
assessments- a demonstration of knowledge. Competency-based assessments
are a nice blend of standards-based and performance-based assessments. You can read about the diffferences between competency-based and traditional assessments.
Other Types of Assessments
Criterian-referenced assessment
Participatory assessment
Alternative assessments
In Summation
Art
teachers are already ahead of the game with assessments. Most art
teachers use competency-based and performance-based assessments.
Assessments determine the success of your art program and your teaching
method. Use the results of your assessments to drive your instruction.
Make adjustments as needed as you go along. Use rubrics to take the
subjectivity out of your grades and to make students aware of exactly
what is expected of them.
Books
Links
What Works Clearinghouse- Includes research on interventions and programs to improve student achievement.
Assessment Glossary- A great page of assessments and terms related to assessments
Creating Your Portfolio-With tips and suggestions.
Performance Assessment in the Arts- From Kappa Delta Pi
Grading Art- by Marvin Bartel, Ed.D.
The Research Corner- an interesting page on assessment research
Competency-based assessment
Outcome-focused education- a PPT presentation
Performance Assessment in Art- from the Center for Educator Development in Fine Arts
