Taking a Closer Look at the Model Cornerstone Assessments Visual Arts Model Cornerstone Assessments 2nd, 5th and 8th Grade Team Training January 21, 2015, 7:00 P.M. Our Team Rebecca Belleville, MD, Karen Bell-Hansen, CA, Kim Bonney, CA, Tammi Browning, MI, Michelle Clark, NM, Beth Dobberstein, FL, Tammy Hoppe, IA, Kathleen Karshner, KY, Belinda Monn, PA, Demerice Pallone, MA, Jerris Palmer, AR, Rebecca Schuler, NY, Christine Scott, NY, Linda St Clair, WA, Lindsey Tomaso, NE, Mary Tomczak, AZ, Kathleen Wyatt, MS, MCA 8 MCA 2, 5 MCA 8 MCA 2, 5 MCA 2, 5 MCA 5 MCA 2, 5 MCA 2 MCA 2, 5 MCA 2, 5, 8 MCA 8 MCA 8 MCA 2, 5 MCA 8 MCA 2, 5 MCA 8 MCA 5 Bob Sabol NCCAS Leadership Team; Visual Arts Model Cornerstone Assessment Development, Chair; Visual Arts Model Cornerstone Assessment Benchmark Pilot 1, Chair; NAEA Past-President; Art Education Program, Chair, Purdue University; [email protected] 765-494-3058, office Web Resources nationalartsstandards.org nccas.wikispaces.com The Timeline February-April: Collection of Permission Slips and Piloting of assessments in classrooms. April 15: Submission of student work samples to designated website June/July: Adjudication of student work (benchmarking) September: Posting of student artwork samples on the NCCAS website literacy. Let’s Take a Brief Look at the Structure of the Standards Standards Framework Overview National Core Arts Standards DANCE MEDIA ARTS MUSIC THEATRE VISUAL ARTS Feb. 12, 2014 ARTS ARTISTIC LITERACY Philosophical Foundations Artistic Processes Creating Core Arts Anchor Standards 3 Common Anchor Standards Performing Lifelong Goals Discipline Specific Performance Standards Pre K--High School Pre K—grade 8 HS Performance Performance Standards Standards Advanced (grade by grade) Accomplished Proficient Supplemental Instructional Support Resources Model Cornerstone Assessments - Performance Tasks with key traits - Grades 2, 5, 8 - High School 3 levels of proficiency: (Proficient, Accomplished, Advanced) (Dance, Music, Theatre) Presenting (Visual Arts) 3 Common Anchor Standards Producing (Media Arts) Responding 3 Common Anchor Standards Connecting 2 Common Anchor Standards Discipline specific tools to unpack the standards Enduring Understandings and Essential Questions Process Components and other power verbs that operationalize the standards Glossaries and Resources A Conceptual Framework for Arts Learning Copyright © 2013 State Education Agency Directors of Arts Education (SEADAE) on behalf of NCCAS. All rights reserved. www.nationalartstandards.org Standards Framework Overview Anchor Standards Enduring Understandings with Essential Questions Performance Standards – pK-8 with Three Levels of HS Proficiency Model Creating – Presenting Cornerstone Assessments Responding – Connecting Anchor Standards Anchor standards describe the general knowledge and skill that teachers expect students to demonstrate throughout their education in the arts. These anchor standards are parallel across arts disciplines and grade-levels and serve as a tangible educational expression of artistic literacy. Enduring Understandings and Essential Questions Enduring Understandings Enduring understandings are statements summarizing important ideas and core processes that are central to a discipline and have lasting value beyond the classroom. Essential Questions Essential questions are “questions that are not answerable with finality in a brief sentence....” Their aim is to “stimulate thought, to provoke inquiry, and to spark more questions.” Jay McTighe and Grant Wiggins Understanding by Design (ASCD, 2005) Artistic Processes Creating Conceiving and developing new artistic ideas and work. Presenting (Performing, Producing) Interpreting and sharing artistic work. Responding Understanding and evaluating how the arts convey meaning. Connecting Relating artistic ideas and work with personal meaning and external context. Performance Standards Performance Standards are discipline specific, written by grade level for PreK through 8th grade and for three performance levels (proficient, accomplished, and advanced) for high school. The performance standards translate the anchor standards into specific, measurable learning goals. Key Traits Key traits are those attributes or characteristics of work that provide evidence that students have met the standards. They are the “look fors” in the student work upon which evaluation can be based. Key Traits are listed on MCAs only. Model Cornerstone Assessments “In education, what is chosen for assessment signals what is valued. In other words, the evidence that is collected tells students what is most important for them to learn. If it is not assessed, it will likely be regarded as unimportant.” Jay McTighe and Grant Wiggins, Understanding by Design (ASCD, 2005) CONNECTING Supporting Instruction Digging deeper into the Model Cornerstone Assessments • Flexible and adaptable; not mandatory – they are examples or samples • College and career ready • Obtainable, assessable, and aspirational • Aligned with 21st Century Skills: critical thinking, collaboration, communication, and creativity • Able to support all media and skill building • Deep Life-Long Learning • Comprehensive and inclusive of design and technology • Supports authentic and formative assessments MCAs Model Cornerstone Assessments may address all of the Artistic Processes (Creating, Presenting, Responding, and Connecting) or they may address one or more of the Artistic Processes. Model Cornerstone Assessment have been created for grades bands 2, 5, 8 and for the three performance levels of Proficient, Accomplished, and Advanced at the secondary school level. Model Cornerstone Assessments are designed to reflect Artistic Processes (Creating, Presenting, Responding, Connecting) Model Cornerstone Assessments were modeled after “Cornerstone Tasks” developed by Grant Wiggins and Jay McTighe. Model Cornerstone Assessments were written by teams consisting of members of the standards writing teams and other arts educators. Understanding the Model Cornerstone Assessment Model Model Cornerstone Assessment Model Title and Short Description of the Assessment Model Cornerstone Assessment Model Title and Short Description of the Assessment Strategies for Embedding in Instruction Model Cornerstone Assessment Model Title and Short Description of the Assessment Strategies for Embedding in Instruction Detailed Assessment Procedures Model Cornerstone Assessment Model Title and Short Description of the Assessment Strategies for Embedding in Instruction Detailed Assessment Procedures Key Vocabulary, Knowledge, and Skills Model Cornerstone Assessment Model Title and Short Description of the Assessment Strategies for Embedding in Instruction Detailed Assessment Procedures Key Vocabulary, Knowledge, and Skills Strategies for Inclusion Model Cornerstone Assessment Model Title and Short Description of the Assessment Strategies for Embedding in Instruction Detailed Assessment Procedures Key Vocabulary, Knowledge, and Skills Strategies for Inclusion Differentiation Strategies Model Cornerstone Assessment Model Title and Short Description of the Assessment Strategies for Embedding in Instruction Detailed Assessment Procedures Key Vocabulary, Knowledge, and Skills Strategies for Inclusion Differentiation Strategies Resources, Scoring Devices Model Cornerstone Assessments on the Website Digging into the Model Cornerstone Assessment Template National Coalition for Core Arts Standards (Insert Discipline) Model Cornerstone Assessment: (Insert Grade/HS Level) Discipline: (insert) Artistic Processes: (insert) Title: (insert)) Short Description of Assessment: (insert 3-5 sentences describing the task) Grade: (insert) In this MCA you will find: (mark all that apply) ☐Strategies for Embedding in Instruction ☐ Detailed Assessment Procedures ☐ Knowledge, Skills and Vocabulary ☐ Differentiation Strategies ☐ Suggested Scoring Devices ☐ Resources needed for task implementation ☐ Assessment Focus Chart ☐ Benchmarked Student Work ☐ Task Specific Rubrics or Strategies for Inclusion Estimate Time for Teaching and Assessment: (mark the appropriate box) (Note: This task will be piloted during the 2014-2015 school year. Once piloted, the estimated time may be revised. If a time is entered below, it is to assist teachers for planning purposes. If a time is not entered, the developers recognize the task has many purposes and implementation strategies and times are highly teacher dependent. In all cases, time estimates are to be used as a guideline.) ☐ Approximately 25-30 hours ☐ To be determine by the individual teacher Strategies for Embedding in Instruction [possible sequence & strategies to embed Model Cornerstone Assessment within a classroom unit] Strategies for Inclusion (Specially designed instruction Differentiation Strategies (Instructional approaches that and support for students with disabilities to provide equitable learning opportunities. This may be filled in by individual teachers based on their own students’ needs.) respond to individual student needs and strengths to maximize student learning and success.) Resource: Resources (download April 26, 2014): http://www.ascd.org/publications/books/100216/chapters/Understanding-D[email protected]aspx http://hepg.org/her-home/issues/harvard-educational-review-volume-83-number-1/herarticle/_1229 Detailed Assessment Procedures [clear outline of procedures necessary to obtain comparable work from multiple teachers - i.e., coding and file format for preservation of student work (mp3, PDF), etc.] Knowledge, Skills and Vocabulary [focusing on concepts required to successfully complete the task] Key Vocabulary Knowledge and Skills [other than Key Vocabulary] Students will: Scoring Devices [rubrics, checklists, rating scales, etc. based on the Standards and Traits] Task Specific Rubrics Note: The first column will vary depending on discipline specific approach to work. Build as many rows as needed for this task. Assessment Focus Artistic Process or Process Components Enduring Understandings Insert Artistic Process if applicable (using process components) Creating Insert Artistic Process if applicable (using process components) Presenting Insert Artistic Process if applicable (using process components) Responding Insert Artistic Process if applicable (using process components) Connecting Essential Questions Anchor Standards Key Traits Performance Standards (Advanced) Protecting student privacy and rights Photo/Media Release and Consent Form 1. It is important that you collect signed copies of the Photo/Media Release and Consent Form for all students participating in the project. 2. We need signed copies of these forms for all students. 3. You must keep copies of all of the sighed forms on file. NEXT STEPS Establishing Professional Learning Communities I will be setting up grade level (2, 5, 8 grade) PLCs so that we can have occasional Webex meetings to discuss progress, issues, problems of implementing the MCAs. Lesson Planning You will be designing your specific lesson plans to implement the MCAs in your classroom. We require that you include all aspects of each MCA in your instruction. Works required 1. You will collecting and submitting work from 20 of your students. 2. Submit all work done by students. 3. Insure that no identifying information about the identity of your students is included on any of the work submitted. (Code numbers may need to be assigned later, before submission.) 4. Work samples may presented in a variety of forms, depending on the activity being assessed (videos, studio products, jpeg photos, portfolios, journals, worksheets, rubric responses, etc.). Selecting Work to be Submitted Select work from 20 students who you feel have met the standards for the grade level you are addressing. Next Steps (cont.) Permission Slips 1. I will need signed copies of the permission slips. 2. You must store the signed copies of the permission slips and keep them on file. Uploading student work on MCAs We will be using a website (TBD) onto which you will load your students’ work. We will provide a training website and about the procedures we will be using on it. Your evaluation of the MCAs and our benchmarking process 1. We will be evaluating the effectiveness of the MCAs and the process we will be using to implement 2. During the project we are asking that you make notes or record ideas about issues related to classrooms. 3. We will provide a formal evaluation instrument to gather your evaluation input. 4. Your input will be used to revise the MCAs, if necessary, and to help develop Professional art educators use the MCAs in their classrooms and programs. Next Steps (cont.) Hitting a moving target As the project unfolds and questions arise, the NCCAS Leadership Team may need to make adjustments to our process. The NAEA Convention (March 26-28, New Orleans, LA) The NAEA convention will be a few weeks before the deadline for uploading your students’ work. We will be setting up a face to face meeting for the team so that we can meet and talk about finalizing the project. Brief words of thanks Model Cornerstone Assessments are a new idea; as pilot teachers you are innovators helping to break new ground and make discoveries. We expect to learn together and improve the MCA’s as we go through the process thanks to your feedback. This summer teams of arts educators will “benchmark” the student work received from you. Examples of selected student work that meets standards will be posted on the NCCAS and NAEA websites this coming summer or early fall. Questions? Let’s talk.