Assessment in the Arts

Performance
Assessment
 Performance Assessment
It is an approach to measuring students 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
use the arts in
understanding a 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
 Teachers 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 teachers 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 teachers
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?

Lets 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 students
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 students
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.
Lets 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
Decis Typica Decisi
ion l on
Asses Outpu
Cate sment t
gory Strate
gy
What Pre- Wheth
to asses er to
sment provid
teach prior e
in the to the instru
first start ction
place of for
? instru specifi
ction c
instru
ctiona
l
object
Lets explore!
What other forms of assessment is
appropriate in the arts?
sa pagbabahagi ng
kaalaman
Mabuhay ang
SINING!