Selecting MAEIA Assessments

1. Selecting MAEIA Assessments Module 4 IN THE MAEIA MODULE SERIES

2. Purposes of MAEIA Project Improve the quality of your arts education program Monitor and improve student learning in the arts Support professional practice and improve teacher effectiveness Advance arts as a core element of public education

3. Overview of the Module Series Administering the MAEIA Assessments Scoring and Reporting the MAEIA Assessments Using the MAEIA Assessments to Demonstrate Educator Effectiveness 1 6 2 7 8 3 4 5 Introduction to the MAEIA Project Overview of the MAEIA Assessments Overview of the Content Standards Assessed by the MAEIA Assessments Selecting the MAEIA Assessments Navigating the MAEIA Website

4. Purpose of This Module Explain how the MAEIA assessments are catalogued Describe how the online catalogue can be used to select assessments Consider how the available assessments can be selected to present a balanced approach to assessment

5. MAEIA Assessments “ The MAEIA assessments can be part of your teaching tool box. I picked activities that I wouldn’t ordinarily choose--for instance, the Sculptures with Multiplesassessment. Incredible assessments, like this one, give your students an opportunity to be awesome. What my students did far surpassed my expectations.” Amy Pobanz, Art Teacher John Glenn High SchoolBangor, MI

6. MAEIA’s Online Catalogue maeia-artsednetwork.org/model-assessments

7. How Items Are Cataloged Assessment Title Item Type and Number—The code for each task (T) or event (E). The number indicates the grade ranges: grades K-2 assessments (100s), grades 3-5 assessments (200s), grades 6-8 assessments (300s), and high School assessments (400s). Short Descriptor—A brief phrase or title of the assessment intended to convey the essence of the item. Example: M.E413 Blues Performance Evaluation Grades—The intended grade(s) for which the item was written (K-12).

8. How Items Are Catalogued • High School Level – for high school items only: • Designates the assessment level for which the task or event was written. Level 1—Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program. Level 2—Students who have already completed their first year in an arts discipline course and are now in their second year of instruction in the same arts discipline. Level 3—Students who have already completed their first and second years in an arts discipline’s courses and are now in their third year or fourth year of instruction in the same arts discipline.

9. How Items Are Catalogued If a student takes a year of instruction in one discipline (e.g., music) and another year of instruction in another discipline (e.g., theatre), the student would participate in Level 1 assessments in each discipline. Teachers have the flexibility to adjust the assessments to match the instructional levels of the students being assessed. High School Assessment Guidelines (continued)

10. How Items Are Catalogued VISUAL, PERFORMING, AND APPLIED ARTS MAEIA Performance Standard (K-12)—Performance standards are discipline-specific and condense the Michigan Merit Curriculum’s five content standards into the three overarching performance standards of Create, Perform, and Respond. These performance standards were developed to serve as the basis for MAEIA model assessments that measure student proficiency in each arts discipline at each grade span - K-2, 3-5, 6-8, and 9-12. Content Standard and Benchmark (K-12) —These are the Michigan State Board of Education-approved standards for arts education, taken from Michigan Arts Education Content Standards and Benchmarks for Dance, Music, Theatre and the Visual Arts (2011). For K-8 items, the Michigan Benchmarks are indicated. VPAA Guideline —These are taken from the Michigan State Board of Education-approved Michigan Merit Curriculum Credit Guidelines for the Visual, Performing, and Applied Arts (2006). NCAS Standards Alignment (K-12)–This provides the code for the National Core Arts Standards anchor standard that most closely aligns to the item.

11. How Items Are Catalogued Educator Effectiveness Method (1,2, or 3). Because change or growth in student performance is one of the metrics to be used in educator evaluation in Michigan, and because some of the MAEIA arts education assessments may be suitable for this purpose, there are three different ways that the MAEIA assessments can be used by arts educators to demonstrate their effectiveness. Each MAEIA assessment has been designated for use in one of three models. Visit our website for more detailed information: http://maeia-artsednetwork.org/educator-effectiveness-methods/

12. How Items Are Catalogued Requires Recording This is a signal to a teacher using this item about whether students’ responses will need to be electronically recorded. Total Time An indication of the total number of minutes that the assessment requires. This number is estimated because: Students may require longer to complete the item than estimated––This is ok. The time it takes to record the performances of all students in larger classes may require an extra class period (or two). Total time does not include the time it will take the teacher to prepare to administer the assessment, to document the administration of the assessment, or score the student work.

13. Browsing MAEIA’s Online Catalogue maeia-artsednetwork.org/model-assessments

14. Catalogue Page for Each Discipline

15. Music: Main Page

16. The Catalogue Is Searchable! • High school level • Standards and VPAA Guidelines Item title Keywords Grade levels

17. Click on an item in the “Assessment Title” column of the catalogue to read an overview of the item and see other information about the item.

19. Tips for maeia-artsednetwork.org/model-assessments Selecting Assessments

20. Types of Assessment Items Performance Tasks Performance assessments carried out by individual students or small groups of students over time (days, weeks, months) Performance Events Performance assessments that are administered “on-demand,” without any or just a brief amount of rehearsal time.

21. Tips for Selecting Items & & Tasks Events Create Perform Present Respond Together, these are the creative process. Select a mix of . . .

22. Tips for Selecting Items Select the Tasks and Events that will logically fit into your existing curriculum and instructional plans. You may modify the assessments to better fit your instruction (e.g., change the genre of the work of art used in the assessment).

23. Tips for Selecting Items Spring Fall Winter • March 1 – • May 30 December 1 – February 28 September 1 – November 30 Select a small number of Events (1-3) and Tasks (1-2) to use throughout the school year (September–May). We suggest that items be used within one of three instructional cycles, to help you pace your use of the Events and Tasks.

24. Schedule the Selected Items Across Instructional Cycles • Enter the number of classes you will use the assessment in. • Indicate the month that corresponds to when you are teaching the content and will be administering the assessment. Go to My Assessment Administration Plan (on the MAEIA website) Place selected item type and number into the first column. In the second column, write the title or short description of the assessment.

25. Review Your Assessment Plan • Items that fit within your planned instruction • Items spread across the instructional cycles • Tasks and Events • Create, Perform/Present, and Respond items • When you are satisfied with your administration plan . . . proceed to downloading items from the website. Review your assessment administration plan and check to see that you have selected:

26. DownloadingAssessments maeia-artsednetwork.org/model-assessments

27. Downloading Items You should download both the Teacher Booklet and the Student Booklet for each assessment item you select. Additional materials needed to administer an item are noted in the Teacher Booklet. There are Teacher Booklets for each assessment and Student Booklets for almost all of them.

28. Downloading Items

29. Download the Assessment Administration Manual • You can download an Assessment Administration Manual (AAM). • The AAM discusses general assessment topics, including actions you should take before, during, and after assessment.

30. Download the Administration Manual

31. After Administering an Assessment Share your thoughts about the assessment item and your experiences with it.

32. Provide Feedback Use the Feedback Form on the assessment page you used maeia-artsednetwork.org: Provide feedback on the assessment item. Tell us about any modifications you made Provide comments on the assessments you use. Provide overall feedback on the assessment administration and your experiences with it.

33. Feedback on the Assessments “ The MAEIA assessments make you grow as a teacher and re-evaluate your instructional practices.” Amy Pobanz, Art Teacher John Glenn High SchoolBangor, MI

34. maeia-artsednetwork.org

35. Contact Us MAEIA Project 517-816-4520 maeia.artsed@gmail.com