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

Latinos in Oregon:

Trends and Opportunities in a Changing State

THE OREGON COMMUNITY FOUNDATION

Studio to School Initiative Evaluation Jam Session # 4

May 22nd, 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,

• pen 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 tools to look at student work Create and collect examples of 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

• f the student’s efforts, progress
• f 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

All Disciplines

– Process journal – Mid-project portfolio review – Observation notes – Writings/thoughts on artistic concepts – Writings/thoughts on the work of other people – Student, parent, teacher, peer reflections on portfolio

Dance/ Theater

– Audio/video tapes of rehearsals – Sketches/diagrams to document stages of work – Notes from rehearsals or lessons – Audio/video tapes of performances – Rehearsal or performance critiques

Literary Arts

– Rough drafts of assignments – Completed poems, short stories, other types of writing – Student reflection on their drafts and final writings

Media Arts

– Storyboards – Scripts – Short films – Finished pieces

Music

– Sheet music marked with notes for performance – Audio/video tapes of rehearsals – Notes from rehearsals or lessons – Skills test – Audio/video tapes of performances – Rehearsal or performance critiques

Visual Arts

– Sketches or diagrams to document stages of work – Original works of art or 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