Article Teaching Students about Self-Assessment in the Arts
Introduction to self-assessment strategies involving observation and reflection.
One puzzle in teaching the arts is how to assess student learning well. You want to be respectful of student artists and their development, but you also have a responsibility to provide assessment for the educational system. The challenge is finding an assessment that balances what is best for the student artist while meeting accountability requirements.
Tests are not bad, (seriously). But testing does not necessarily tell us all we need to know, and should know, about student learning in the arts. The arts are multi-faceted and paper-and-pencil testing is rarely used to assess “real-world” artwork. So we need the right tools to understand what our students are learning in the arts.
One answer lies in performance assessment. Performance assessment is often referred to as authentic or alternative assessment. In an authentic assessment, student work is examined much like “real-world” work is assessed. Strategies that are found in the “real world” such as performances, critiques, and personal reflection are put to work in authentic assessment.
Performance assessment requires students to perform a task that results in a product (such as a sculpture or a composition) or a performance (such as a concert or a dance recital). Performance assessment tasks often take more time than traditional assessments. They are generally multi-step processes, requiring preparation and revision, and are completed with critique or reflection. There is often no one right answer to be circled on a page—indeed, the outcome may be complex and layered.
Grant Wiggins, author of Educative Assessment and one of the minds behind the influential Understanding by Design, identifies the following criteria for authentic performance assessment:
There are opportunities for both formative and summative assessment. Frequently, students document the process of creating the artwork as well as creating a product or performance. Documenting the process can take on many forms. Students might journal about the rehearsal process in preparation for the production of a play, or they might collect and describe the sketches made in preparation for a painting. Self-assessments embedded in the process allow students to contribute to their own assessment through self-reflective writing and discussion. These elements give students greater participation in their own learning.
The arts are taught with students doing—they sing, they clap, they experiment with rhythm, they blend color, they improvise a frog's jump. Assessments need to reflect instruction. Engaged and active instruction is best assessed by engaged and active assessment.
Writer
Patti Saraniero
Producer
Joanna McKee
Updated
December 6, 2019
Sources
Introduction to self-assessment strategies involving observation and reflection.
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