Performance assessment in the arts

Kappa Delta Pi Record, Fall 2002 by Clark, Robin E

Annotated sketchbooks, filled with simple drawings of ideas for stage sets, costumes, paintings, or sculptures and accompanied by dates, notes, and related information, can help teachers track and assess students' creative thought processes and personal involvement over time. Having students document important points along the way, with photographs and explanatory notes, is also effective. Music and dance students may use "practice journals" containing reflections on aspects of preparation for recitals or concerts.

Teachers who use games regularly in the classroom (Sugar 1998) may find even more value in them as a means of performance assessment. It's easy to check for understanding when students play instructional games. Of course, rules for games must be carefully established and enforced to accommodate the needs of all learners and prevent the domination of particularly able students.

With a little thought and effort, even familiar types of assessment activities-written research papers, presentations, class discussions, tests, quizzes, and exams-can take on new or creative twists. For example, secret topic presentations can be assigned to cover historical topics: artists, musicians, composers, dancers, actors/actresses, directors, playwrights, movements, styles, or periods. Students select potential topics, keeping each topic confidential until it is presented. When a student makes his or her presentation to the class, those in the audience are asked to exercise their listening skills and content knowledge to identify the topic from the information being presented. If topics include biographical sketches of famous artists, musicians, or actors/actresses, the presenter does not mention the actual name of the person. Students use a clue sheet to take notes during the presentation. Students' clue sheets may be used for discussion or collected and formally assessed.

Exams can also provide teachers with a wealth of performance data by approaching the task creatively. Suppose a teacher told students to write down their own personal "wish list" of five questions for an essay exam, within certain guidelines. The teacher then edits and pre-approves students' lists of questions. In the meantime, the teacher also prepares a list of five questions for all students to address. Before the exam, but with plenty of study time remaining, the teacher shares his or her list of questions with students. At exam time, the teacher randomly draws one of each student's questions and the student draws one of the teacher's questions. The student is then expected to write a brief essay for each of the two questions-- one of their own and one of the teacher's.

Time-Efficient Assessment

Teachers are usually open to suggestions and tips regarding time-management strategies, particularly when it comes to grading. Trying to give students the individual feedback they need as well as a grade can burn up hours at a time. Though rubrics are all the rage these days, they must be constructed carefully to accomplish their purpose. There are many resources available to teachers on the design and use of rubrics (Andrade 2000; Weber 1999).