Assessment in the Arts

Performance
Assessment
 Performance Assessment
• It is an approach to measuring student’s status
based on the way that the student completes a
specified task.
• It can be called:
Authentic Assessment – because assessment
tasks closely coincide with real-life, nonschool
tasks.
Alternative Assessment – because the
assessment constitutes an alternative to
traditional, paper-&-pencil tests.
• Students generate understanding rather than
select responses.
 Inferences & Tasks
Determinants of assessing students:
1. The inference you want to make about those
students.
2. The decisions that will be based on that
inference.
Student Status Student
Key
Derived Inference Evidence Responses to
Instructional from for
Students’ ability Performance
Objective
to use art forms Assessment Tasks
Students can
to express Students are given a
use the arts in
understanding lesson in history,
expressing
of a lesson in then asked to create
understanding of
history an interpretation
a lesson in
based on his/her
history
understanding
 Teacher’s key Derived The inference Evidence The task for a
educational from that the teacher for performance test
objective wishes to draw intended to secure
about each data to support the
student inference that the
teacher wants to
make.

The teacher’s instructional objectives provides the

source for the inference, and the assessment tasks
yield the evidence needed for the teacher to arrive at
defensible inferences regarding the students can
create an interpretation of their understanding about
a specific lesson.
 Suggested Factors to Considerer in
Performance Assessment
• Generalizability – is their a high likelihood
that the students’ performance on the task
will generalize to comparable tasks?
• Authenticity – is the task similar to what
students might encounter in the real world as
opposed to encountering only in school?
• Multiple Foci – does the task measure
multiple instructional outcomes instead of
only one?
• Teachability – is the task one that
students can become more proficient in
as a consequence of a teacher’s
instructional efforts?
• Fairness – is the task fair to all students –
that is, does the task avoid bias based on
such personal characteristics as students’
gender, ethnicity, or socioeconomic
status?
• Feasibility – is the task realistically
implementable in relation to its cost,
space, time, and equipment
requirements?
• Scorability – is the task likely to elicit
student responses that can be
realiably and accurately evaluated?

Let’s share our thoughts about the following:

• Do you think that the extra effort
associated with performance assessment
is worth it? why?
• What do you personally consider to be
the strength of performance assessment?
How about weaknesses?
 Portfolio
Assessment
• It is a systematic collection of student’s
work.
• Teachers who adopt it make the ongoing
collection & appraisal of students’ work a
central focus of the instructional program.
• Farr (1994) stated that the best output of
this form of assessment is the student’s
self-evaluation capabilities. One way to
attain this is by conducting portfolio
conferences.
• During portfolio conferences, the teacher
encourages students to come up with
personal appraisal of their work.
• It is particularly useful to be able to
compare earlier work with later work.
• Remind students that one of the goals of
this assessment is to increase students’
abilities to evaluate their own work to
nurture self-evaluation, growth,
development, & refinement of skills.
 Suggested Ingredients in Classroom
Portfolio Assessment
• Make sure that the students “own” their
portfolios. (students must perceive portfolios
to be collections of their own work.)
• Decide on what kind of kinds of work samples
to collect.
• Collect & store work samples.
• Select criteria by which to evaluate portfolio
work samples.
• Require students to evaluate continually their
own portfolio products.
• Schedule & conduct portfolio conferences.
Let’s share our thoughts on this:
• There are three purposes of portfolio
assessment: documentation of
student progress, showcasing
student accomplishments, &
evaluation of student status. Which
of the these three purposes do you
believe to be most meritorious? Why?
 Affective
Assessment
 Reality Check
What makes the refinement of skills
challenging?

Why is it necessary for

beginning/developing artist to develop
affective skills?
Students’ attitudes toward learning play a
major role in how much learning these
students subsequently pursue.
The values that students have regarding
truthfulness & integrity shape their
conduct.
Students’ self-esteem influences almost
everything they do.
It is helpful if teachers will gather
systematic evidence regarding
students’ attitudes & values.
 Suggested Potential Attitudinal Targets
• Subject-approaching attitudes
• Positive attitudes toward learning
• Positive attitudes toward self.
• Positive attitudes toward self as a learner.
• Appropriate attitudes toward those who
differ from them.
Suggested Potential Value Targets
• Honesty • Justice
• Integrity • Freedom
Instructionally
oriented
Assessment
 Categories of Instructional Decisions Enhanced by a
Consideration of Students’ Assessment Performances
Decision Category Typical Assessment Decision Output
Strategy
What to teach in Pre-assessment prior Whether to provide
the first place? to the start of instruction for specific
instruction instructional objectives
How long to keep En route assessment Whether to continue or
teaching toward a of students’ progress create instruction for
an objective, either for
particular an individual student
instructional or for the whole class
objectives?
How effective was Comparing students’ Whether to retain,
an instructional posttest to pretest discard, or modify a
performances given instructional
sequence? sequence the next
time it’s use?
Let’s explore!
What other forms of assessment is
appropriate in the arts?
sa pagbabahagi ng
kaalaman
Mabuhay ang
SINING!