Advertisement

Arts-Inspired Performance Assessment Considerations for Educational Leaders

  • Matthew J. MeyerEmail author
Part of the The Enabling Power of Assessment book series (EPAS, volume 3)

Abstract

Assessment in the visual and performance arts has always been a challenge in its attempt to balance content, performance, and participation for students. This chapter focuses on some of these issues employing the drama constituency as the medium for discussion. Some rubrics and curriculum content are discussed from both Canada and the United States.

Keywords

Visual and performing arts Assessment Drama interpretation for assessment 

References

  1. Airasian, P. (1991). Classroom assessment (3rd ed.). New York, NY: McGraw-Hill.Google Scholar
  2. Airasian, P., Engemann, J., & Gallagher, T. (2007). Classroom assessment: Concepts and applications (Canadian ed.). Toronto, ON, Canada: McGraw Hill.Google Scholar
  3. Copland, M. (2003). Leadership of inquiry: Building and sustaining capacity for school improvement. Educational Evaluation and Policy Analysis, 25(4), 375–395.CrossRefGoogle Scholar
  4. Elliot, S. N. (1994). Creating meaningful performance assessments: Fundamental concepts product #P5059. Reston, VA: The Council for Exceptional Children.Google Scholar
  5. Firestone, W., & Mayrowetz, F. (1998). Performance-based assessment and instructional change: The effects of testing in Maine and Maryland. Educational Evaluation and Policy Analysis, 20(2), 95–113.CrossRefGoogle Scholar
  6. Gigante, N., & Firestone, W. (2007). Administrative support and teacher leadership in schools implementing reform. Journal of Educational Administration, 46(3), 302–331.CrossRefGoogle Scholar
  7. Gronlund, N. E. (1998). Assessment of student achievement (6th ed.). Boston, MA: Allyn & Bacon.Google Scholar
  8. Johnson, B. (1606/2013 updated). Volpone; Or, The Fox. The Project Gutenberg Ebook of Volpone. Act 3, scene 3.1. Retrieved from http://www.gutenberg.org/files/4039/4039-h/4039-h.htm#link2H_4_0008
  9. Madeja, S. (1977). Structuring a research agenda for the arts and aesthetics. Journal of Aesthetic Education, 11(2), 67–86.CrossRefGoogle Scholar
  10. McMillan, J. (2000). Fundamental assessment principles for teachers and school administrators. Practical Assessment, Research & Evaluation, 7(8). Retrieved from: http://parconline.net/getvn.asp? v=7&n=8
  11. McMillan, J. (2004). Classroom assessment: Principles and practice for effective instruction (3rd ed.). Boston, MA: Pearson Education.Google Scholar
  12. Mehrens, W., Popham, W. J., & Ryan, J. (1998). How to prepare students for performance assessments. Educational Measurement: Issues and Practice, 17(1), 19–22.Google Scholar
  13. Moon, T., & Callahan, C. (2001). Classroom performance assessment: What should it look like in a standards-based classroom? NASSP Bulletin, 85(622), 48–58. doi: 10.1177/019263650108562207.CrossRefGoogle Scholar
  14. Moskal, B. (2003). Recommendations for developing classroom performance assessments and scoring rubrics. Practical Assessment, Research & Evaluation, 9(2). Retrieved from: http://parconline.net/getvn.asp? v=8&n=14
  15. Palm, T. (2008). Performance assessment and authentic assessment: A conceptual analysis of the literature. Practical Assessment, Research & Evaluation, 8(14). Retrieved from: http://parconline.net/getvn.asp? v=13&n=4
  16. Popham, W. J. (2003). Test better, teach better: The instructional role of assessment. Alexandria, VA: ASCD.Google Scholar
  17. Popham, W. J. (2008). Classroom assessment: What teachers need to know (5th ed.). Boston, MA: Allyn & Bacon.Google Scholar
  18. Stein, J. (Ed.). (1971). The random house dictionary of the English language. New York, NY: Random House.Google Scholar
  19. Stiggins, R. (2001). The principal’s leadership role in assessment. NASSP Bulletin, 85(621), 13–26.CrossRefGoogle Scholar
  20. Tanner, D. (2001). Authentic assessment: A solution, or part of the problem? The High School Journal, 85(1), 24–29.CrossRefGoogle Scholar
  21. Tierney, R., & Simon, M. (2004). What’s still wrong with rubrics: Focusing on the consistency of performance criteria across scale levels. Practical Assessment, Research & Evaluation, 9(2). Retrieved from: http://PAREonline.net/getvn.asp? v=9&n=2
  22. Webber, C., Aitken, N., Lupart, J., Runté, R., & Scott, S. (2008). The Alberta student assessment study: Stage one findings. Paper presented at the annual meeting of the Canadian Association for the Study of Educational Administration, Vancouver, BC, Canada.Google Scholar

Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.Faculty of EducationSt. Francis Xavier UniversityAntigonishCanada

Personalised recommendations