Latinos in Oregon: Studio to School Initiative Trends and - PowerPoint PPT Presentation

THE OREGON COMMUNITY FOUNDATION Latinos in Oregon: Studio to School Initiative Trends and Opportunities Evaluation Jam Session # 4 in a Changing State May 22 nd , 2017

Logistics • Thank you for patience! • We are recording • If you can’t hear us, check your speaker or switch to the phone. Stay on your computer to see the slides!

Logistics • Everyone is muted, we’ll unmute for Q&A if feasible • Please mute your microphones as well • Use chat box for questions, etc.

Assessment “Assessment is the method or process used to gather information about people, programs, or objects for the purpose making an evaluation.” -Donna Key Beattie

Authentic Assessment “Assessment that uses realistic, meaningful, open ended program, true to a discipline.” -Donna Kay Beattie

Authentic assessment can be integrated into your work!

Challenges Autumn Rhythm (Number 30) Jackson Pollock The Gamblers Cabinet Audrey Flack

Authentic Assessment Process Define what “art skills” means for your program Create and collect Create tools to look examples of at student work student work Use the tools you created to assess student work

Define “art skills” • What do you want students to learn? • What would it look like for students to use those skills? • More than just creating art! • Thinking about art • Reflecting on art

Start with your logic model!

Create and Collect Student Work • What is a portfolio? A “purposeful collection of student work that tells the story of the student’s efforts, progress of achievement in (a) given area(s).” ( Arter, 1992) • Not just about final products, but the journey the student took to get there and their reflections on the trip.

The “Process - folio” Three categories of things you can include in a portfolio: • Process items , which show a student’s creative process. • Performances/Products , which are the art that the student has created. • Reflection items, which show how a student thinks about the work that they do.

What might go in a student portfolio? Process Performances/Products Reflections Writings/thoughts on artistic – Student, parent, – Process journal – concepts teacher, peer All Disciplines Mid-project portfolio review – Writings/thoughts on the reflections on – Observation notes – work of other people portfolio Audio/video tapes of – rehearsals – Rehearsal or Dance/ Sketches/diagrams to Audio/video tapes of – – performance Theater document stages of work performances critiques Notes from rehearsals or – lessons – Student reflection on Completed poems, short – Literary Arts Rough drafts of assignments their drafts and final – stories, other types of writing writings Storyboards Short films – – Media Arts Scripts Finished pieces – – Sheet music marked with – notes for performance Skills test – Rehearsal or – Audio/video tapes of – Music Audio/video tapes of performance – rehearsals performances critiques Notes from rehearsals or – lessons Sketches or diagrams to Original works of art or – – Visual Arts document stages of work reproductions

Create Tools It’s best to create tools first , before asking students to complete any tasks. This helps to: • Clarify expectations for students. • Make sure the pieces you’re collecting will actually answer the questions you have.

What is a rubric? • Type of rating scale, like a customer satisfaction survey • Key difference: the levels of a rubric are well defined

Rubrics Novice Proficient Master Criteria Description Description Description Criteria Description Description Description Criteria Description Description Description Criteria Description Description Description

What art skills should students learn? Example: band students have assembled music portfolios. What skills should they be learning? (This will inform your rubric) 1. Ability to refine musical work over time. 2. Understanding context and structure of musical work. 3. Demonstrate technical skill with their instrument. 4. Present/perform musical work.

Develop Descriptions For each rubric criteria, consider: • What would a novice be able to do? • What about a student who has mastered that skill? • How would students’ different levels of mastery look different in their work?

National Core Arts Standards www.nationalartsstandards.org

Use tools to assess student work Use the descriptions in your rubric as a lens to determine: Which description does the students’ portfolio match closest?

Additional resources • Teachers you work with • The Arts PROPEL Website • Assessment in Art Education by Kay Beattie • Coming soon! The OCF “Rubrics Resources” on Studio to School site

Questions?

Examples Coos Arts Museum / Sunset – Kathy Lane Arts / Oaklea – Ross and Liora • Winter Institute – packet for Artcore teachers: http://www.studiotoschool.org/wp-content/uploads/2017/05/ArtCore- Winter-Institute.pdf • More resources and tools: http://www.artcorelearning.org/professional- learning/ Other examples to share?

Reminders • Today’s jam session slides and recording available on the website: • http://www.studiotoschool.org/info-for- grantees/project-evaluation-worksheets/ • Spring interviews are underway • Rendezvous Aug 1 – 3 at Oregon Gardens in Silverton