CCSESA

Classroom Assessment Tools

The arts offer a wide variety of traditional and alternative assessments, some of which are familiar whereas others may be new approaches to assessing student learning. This section is an overview of the different tools available to assess the arts as well as online resources that can provide further information.

Teacher Assessment of Student Learning

Rubrics are a common assessment tool in all content areas, including the arts. Some examples from our compendium include:

Nicole Robinson

Christopher Lee

Observations are opportunities for teachers to document their informal study of student work. Observations allow teachers to track progress in student learning that might otherwise go undetected. Observation checklists or guidelines can be useful tools in accomplishing this. Example from our compendium:

Tana Johnson

Performance assessment requires students to perform a task. Typically these tasks require preparation, review, and revision. They are often followed by critique or reflection. Performance tasks are considered authentic assessment as they require a demonstration of skills. Performance assessment offers a more in-depth understanding of student learning and skill acquisition than a paper-and-pencil test; however, it is a more time-consuming process and typically requires multiple steps. Good performance tasks consider student learning and achievement from multiple perspectives. This provides in-depth information but is also a lengthy and complex process. Examples from our compendium include:

Duncan Needham

Lisa Ruiz

In the arts, performance assessment can be demonstrated through products and performances.

Products that could come out of a performance assessment task could be a sculpture, a costume, or a musical score. Stanley Madeja (2004) reminds us that when we think of student artworks in assessment terms, we should think about how we can use these works as evidence of student learning and achievement. Madeja asks us to consider artworks as indicators of progress in our assessment criteria, such as problem-solving. An example from our compendium:

Sandy Gonnerman

Examples of performances could be the presentation of a scene from a play, a dance, or a musical recital. An example from our compendium:

Caren Burgess and Danette Moser

Portfolios are a popular assessment tool across the curriculum. A traditional portfolio includes a student’s best work in a subject area. Typically a portfolio is summative – it is an overview of what a student has accomplished at the completion of a course or program.

Processfolio was developed by Arts PROPEL at Project Zero within a visual art context; however, it has been adapted for use in the other areas. A processfolio is formative – it charts the development of an artwork’s creation as well as the student artist. From beginning notes, drafts, revisions, edits, all the way through to the completed piece – these are included in the processfolio.

Student Self-Assessment

Self and peer assessment in the arts are growing in popularity as useful tools. As we know, and many researchers have noted, self and peer assessment are tools that are frequently used in the arts on the professional level. They have found their way into K-12 settings as well. These assessments can take a variety of forms, including journals, checklists, and discussions. Examples from our compendium include:

Journals - Sandy Gonnerman, Miriam Stahl and Ray Cagan

Checklists - Mary Louise Frauchiger

Discussions - Duncan Needham

Technology offers a variety of opportunities for student self-assessment and reflection. Examples from our compendium include:

Heather Karsevar

Allison Stiles

Student Peer Assessment

Critique is a form of self and peer assessment and is the analytical and interpretative discussion about a work of art. Examples from our compendium include:

Susan Alexander

Debbie George