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Assessment of an Arts-Based Education Program: Strategies
and Considerations
Noelle C. GriffinLoyola Marymount University and CRESST
CRESST Annual ConferenceSeptember 8, 2005
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HistoryArtful Learning Program
Leonard Bernstein Center for Learning
The Artful Learning Program
Based on the work of the late composer
Implemented through the Grammy Foundation
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Artful Learning Program
Arts-based education model
Best School Practice Components
Teacher as Expert
Currently implemented in 9 states, 23 schools
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Evaluation Overview
3 year evaluation project
Focus on implementation process, and the impact of school and teacher-level factors
Quantitative data
Qualitative data
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Original Data Collection Plan
-Student achievement data
-Survey of teacher practice
-Implementation interviews
-Professional development evaluation
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Limits of “Traditional” Approach
-Standardized test data: focus on basic reading/math skills only, “trailing” indicators at best
-Lack of applicable student assessment instruments
-Ignore teacher transformation
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Delving Deeper into Teacher Experience
Teachers
• Teacher attitude
• Teacher practice
• Teacher collaboration
Students
• Motivation
• Content Retention
Led us to explore collective teacher efficacy during Y3
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Collective Teacher Efficacy
Teachers’ beliefs in the shared ability as a group to achieve goals/tasks
(1) Analysis of the teaching task (Task Analysis)
(2) Assessment of teaching competence (Group Competence)
*Integrated into quantitative and qualitative data collection
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Task Analysis
-The process of analyzing what is required for the school to be effective in the process of teaching.
Sample Items
“The lack of instructional materials and supplies makes teaching very difficult.”
“The quality of school facilities here really facilitates the teaching and learning process.”
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Group Competency
-The assessment of quality and competence of the teaching staff.
Sample Items
“If a child doesn’t learn something the first time, teachers will try another way.”
“Teachers in this school do not have the skills to deal with student disciplinary problems.”
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Dependent & Independent Variables
Dependent Variables
Total Efficacy
Group Competency
Task Analysis
Independent Variables
Grade Level Taught
· Teaching Experience (years)
· Professional Development
· School-Level Collaboration
· Shared Leadership
· Artful Learning Program Use (years)
· Extent of Artful Learning Implementation
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Collective Teacher Efficacy Scale Multiple Regression Findings
Shared LeadershipShared Leadership
Teaching Experience(number of years)
Teaching Experience(number of years)
Grade Level TaughtGrade Level Taught
Total Efficacy
Total Efficacy
Group CompetencyGroup Competency
Task AnalysisTask Analysis
*All Significant relationships are negative*No significant relationship to other Artful learning implementation variables
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Interview Findings
Teacher experience
Experiences of primary vs. secondary teachers
The role of shared leadership: importance of structural support
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Tailoring an Approach to Student Learning: Available
Resources
-Artful Learning Units: Structured archives of student work
-Artful Learning teams, cadres, and other teacher-based organizational structures
-Regular training opportunities
-Pre-existing “rubric” approach
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Example: Artful Learning Classroom Rubirc
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Example: Artful Learning Student Rubric - In Progress
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Alternative Assessment Approaches
-Use classroom rubrics to assess teacher work/curriculum
-Develop more comprehensive rubrics for student work to assess quality of student learning
-Use scoring rubrics for both evaluative and formative assessment purposes
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Considerations/Roadblocks
-Refinement of rubrics: elaborated and usable
-Selection of student data
-Reliability and validity considerations
-Training and on-going technical support
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Links
-Grammy Foundation & Leonard Bernstein Center
www.grammy.com/foundation/
-CRESST
www.cresst.org
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