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Pre-Conference Workshop – June 2007
BUILDING A NATIONAL TEAM: Theatre Education Assessment Models
Robert A. Southworth, Jr., Ed.D.
TCG Assessment Models Website: www.TCG.ORG/tools/education/teams/TEAMindex.cfm
National ConversationNational Conversation
NEED: How do theatres know they are being effective in NEED: How do theatres know they are being effective in
their educational programming?their educational programming?
GOAL: Think creatively about the use of assessmentGOAL: Think creatively about the use of assessment
SOLUTION: National models are conversation vehiclesSOLUTION: National models are conversation vehicles
New Forms of AssessmentNew Forms of Assessment
AssessmentAssessment is the process of judging the is the process of judging the educational value of student workeducational value of student work
Authentic assessmentAuthentic assessment is the process of setting is the process of setting up tests that are more like "real-life”up tests that are more like "real-life”
Performance assessmentsPerformance assessments are forms of testing are forms of testing designed to get students to demonstrate their designed to get students to demonstrate their learning through extended tasks and projectslearning through extended tasks and projects
Assessment Drives LearningAssessment Drives Learning
Clarify the learning you valueClarify the learning you value
Create assessments that reveal that learningCreate assessments that reveal that learning
Use the results to improve learningUse the results to improve learning
Change assessment to drive the process Change assessment to drive the process
Example of “Test” ProcessExample of “Test” Process
AssignmentAssignment: Read : Read King LearKing Lear
AssessmentAssessment: Answer a multiple-choice test: Answer a multiple-choice test
ResultResult: :
1.1. Good learning = student recall Good learning = student recall
2.2. Knowing = memorizingKnowing = memorizing
2.2. Teaching = coverage of materialTeaching = coverage of material
3.3. Memorizing = smartMemorizing = smart
4.4. Value = “We love it when students know the Value = “We love it when students know the play backwards and forwards”play backwards and forwards”
Example of a “Performance Example of a “Performance Assessment Task” ProcessAssessment Task” Process
AssignmentAssignment: Read : Read King LearKing Lear
AssessmentAssessment: Rewrite the ending : Rewrite the ending
ResultResult: :
1.1. Good Learning = rewritingGood Learning = rewriting
2.2. Knowing = understandingKnowing = understanding
3.3. Teaching = helping students show their learningTeaching = helping students show their learning
4.4. Smart = Insight Smart = Insight
5.5. Value = “We love it when students understand Value = “We love it when students understand and can take a personal viewpoint”and can take a personal viewpoint”
T.E.A.M.T.E.A.M.
Theatre Education Assessment ModelsTheatre Education Assessment Models
Models are complex prototypesModels are complex prototypes
Physical models aid discussion Physical models aid discussion
Models are transportable to theatres Models are transportable to theatres
Education Directors improve learningEducation Directors improve learning
Aligning AssessmentsAligning Assessments
Review theatre mission statementReview theatre mission statement
Align education department program with mission Align education department program with mission
Derive your learning goals Derive your learning goals
Construct objectivesConstruct objectives
Assess what you valueAssess what you value
Education ProgramsEducation Programs
Align program goals with school standardsAlign program goals with school standards
Set criteria for success of what you valueSet criteria for success of what you value
Create benchmark examples of student successCreate benchmark examples of student success
Handout examples at beginning for clarityHandout examples at beginning for clarity
Four Models Four Models for Performance for Performance
AssessmentsAssessments
I. OBSERVATION ModelI. OBSERVATION Model
1.1. What is an OBSERVATION?What is an OBSERVATION?An observation is an informal visual assessment of An observation is an informal visual assessment of student learning.student learning.
2.2. What is an OBSERVATION's objective?What is an OBSERVATION's objective?To help the teacher see student learning in order to To help the teacher see student learning in order to check on the effectiveness of instruction, to change check on the effectiveness of instruction, to change instruction, and/or to assess student learning.instruction, and/or to assess student learning.
3.3. What does a good OBSERVATION accomplish?What does a good OBSERVATION accomplish?Provides immediate feedback to a teacher about Provides immediate feedback to a teacher about student learning.student learning.
Choose the “Observation” Choose the “Observation” assessment when you want to…assessment when you want to…
See some but not all individual workSee some but not all individual work
Check on the general progress of a group Check on the general progress of a group
on a taskon a task
Look in depth at one student's workLook in depth at one student's work
Document one student's progress over timeDocument one student's progress over time
““Observation”Observation” Demographic Information Demographic Information
Assessment type: e.g., "Observation"Assessment type: e.g., "Observation" Name of Observer Name of Observer Student name or aliasStudent name or alias Theatre name and addressTheatre name and address Name of education programName of education program School / Teacher / Teaching ArtistSchool / Teacher / Teaching Artist Grade and section of student(s)Grade and section of student(s) Date of assessment use and versionDate of assessment use and version
Standardized Standardized “Observation” Protocol“Observation” Protocol
Use precise language on what to observe Use precise language on what to observe
Either count the number of times the item is Either count the number of times the item is
observed, OR,observed, OR,
Within a given 5-10 minute time frame, how Within a given 5-10 minute time frame, how
often does it occur?often does it occur?
Open-ended Open-ended “Observation” Questions“Observation” Questions
At top of paper write open-ended question,At top of paper write open-ended question,
e.g., “How does the student rehearse?” e.g., “How does the student rehearse?”
Draw a line down the middle of your paperDraw a line down the middle of your paper
In the left column put the time, or the activityIn the left column put the time, or the activity
In the right column, write observationsIn the right column, write observations
Increasing “Observation” ValidityIncreasing “Observation” Validity
Match your observations to what really happensMatch your observations to what really happens
Write using language that describes what Write using language that describes what
you seeyou see
Reflect on the accuracy of what you see Reflect on the accuracy of what you see
Pilot the instrument and Improve itPilot the instrument and Improve it
Increasing “Observation” ReliabilityIncreasing “Observation” Reliability
Ask others to read your observationsAsk others to read your observations
Can they see what you see?Can they see what you see?
Ask others to observe with youAsk others to observe with you
Change and improve your instrumentChange and improve your instrument
Pilot the instrument in other classroomsPilot the instrument in other classrooms
Increasing “Observation” RigorIncreasing “Observation” Rigor
Observe things you can seeObserve things you can see
Lower the number of inferencesLower the number of inferences
Use another observerUse another observer
Observe over timeObserve over time
II. SURVEY ModelII. SURVEY Model
1.1. What is a SURVEY?What is a SURVEY?"A survey is a system for collecting information from or "A survey is a system for collecting information from or about other people to describe, compare, or explain their about other people to describe, compare, or explain their knowledge, attitudes, and behavior" (Fink, 2003).knowledge, attitudes, and behavior" (Fink, 2003).
2.2. What is a SURVEY's objective?What is a SURVEY's objective?A survey's objective is to answer essential questions by A survey's objective is to answer essential questions by asking for the opinion of a group of students or a group of asking for the opinion of a group of students or a group of audience members.audience members.
3.3. What is a good SURVEY question?What is a good SURVEY question?A good survey question uses specific questions framed A good survey question uses specific questions framed as complete sentences that are logically connected to the as complete sentences that are logically connected to the survey's objectives.survey's objectives.
Open-ended “Survey” QuestionsOpen-ended “Survey” Questions
Place them at the end of the surveyPlace them at the end of the survey
Use them to get at non-standardized thinkingUse them to get at non-standardized thinking
Put lines in to make writing more clearPut lines in to make writing more clear
Limit answer space to five linesLimit answer space to five lines
Consider placing them on back of surveyConsider placing them on back of survey
Increasing “Survey” ValidityIncreasing “Survey” Validity
Pilot the surveyPilot the survey After piloting, ask for feedback from respondentsAfter piloting, ask for feedback from respondents Change the survey if they are unclear or Change the survey if they are unclear or
confusedconfused Analyze the answers and where they clusterAnalyze the answers and where they cluster Change or rework the Likert Scale for clarity in Change or rework the Likert Scale for clarity in
answersanswers Change and improve your instrument over timeChange and improve your instrument over time
III. PERFORMANCE TASK III. PERFORMANCE TASK ModelModel
1.1. What is a PERFORMANCE TASK?What is a PERFORMANCE TASK?A performance task requires a student to create, A performance task requires a student to create, manipulate or rework intellectual academic content in a manipulate or rework intellectual academic content in a practical and authentic performance that demonstrates practical and authentic performance that demonstrates student learning. student learning.
2.2. What is a PERFORMANCE TASK's objective?What is a PERFORMANCE TASK's objective?To help the teacher see tangible evidence of student To help the teacher see tangible evidence of student learning progress toward the level of standards for what learning progress toward the level of standards for what students should know and be able to do.students should know and be able to do.
3.3. What does a PERFORMANCE TASK accomplish?What does a PERFORMANCE TASK accomplish?Provides immediate, tangible, and practical Provides immediate, tangible, and practical demonstration of student learning.demonstration of student learning.
Choose the “Performance Task” Choose the “Performance Task” assessment when you want to…assessment when you want to…
Create a common performance assessmentCreate a common performance assessment Extend the learning into an authentic Extend the learning into an authentic
real-life taskreal-life task Give students practice demonstrating their Give students practice demonstrating their
learninglearning See tangible evidence of student learningSee tangible evidence of student learning Judge student learning through a rubric of Judge student learning through a rubric of
what they know and can dowhat they know and can do
IV. PORTFOLIO ModelIV. PORTFOLIO Model
1.1. What is a PORTFOLIO?What is a PORTFOLIO?
Portfolios are collections of student work representing a Portfolios are collections of student work representing a
selection of performance. selection of performance.
2.2. What is a PORTFOLIO's objective?What is a PORTFOLIO's objective?
Portfolios are useful as a support to the new instructional Portfolios are useful as a support to the new instructional
objectives that emphasize the student's role in objectives that emphasize the student's role in
constructing understanding and the teacher's role in constructing understanding and the teacher's role in
promoting understanding.promoting understanding.
3.3. What does a good PORTFOLIO accomplish?What does a good PORTFOLIO accomplish?
A portfolio accomplishes the documentation of student A portfolio accomplishes the documentation of student
achievement by containing a student's best pieces and the achievement by containing a student's best pieces and the
student's evaluation of the strengths and weaknesses of student's evaluation of the strengths and weaknesses of
the pieces.the pieces.
Choose the “Portfolio” Choose the “Portfolio” assessment when you want to…assessment when you want to…
Create a common or standardized assessmentCreate a common or standardized assessment
Check on progress of a student and their workCheck on progress of a student and their work
See progress over time, e.g., pre, mid and postSee progress over time, e.g., pre, mid and post
See progress from drafts to final productSee progress from drafts to final product
Document student learningDocument student learning
RUBRICSRUBRICS
Use Rubrics to Establish Common Use Rubrics to Establish Common Language of StandardsLanguage of Standards
Final Draft ProcessFinal Draft Process 11 22 33 44
AttemptsAttempts ProducesProduces CraftsCrafts PolishesPolishes
CharacterCharacter
——Complex and well definedComplex and well defined The new ending of King Lear features a new role for the King
The new ending for King Lear makes sense and the new King’s role is imaginative
The new role for King Lear is imaginatively crafted and makes for good theatre viewing
The new role for King Lear is complex and well defined and wonderfully supports the new dramatic ending
Data: Continuous FeedbackData: Continuous Feedback
Discuss rubrics at the beginning of Discuss rubrics at the beginning of performance taskperformance task
Refer back to rubrics for non-judgmental clarityRefer back to rubrics for non-judgmental clarity If needed, increase rubric use; decrease If needed, increase rubric use; decrease
assignment lengthassignment length Multiple short tasks reveal more about Multiple short tasks reveal more about
student learningstudent learning Multiple short tasks promote more time for Multiple short tasks promote more time for
feedbackfeedback
Use Your Data To:Use Your Data To:
Advance student accountability for achieving Advance student accountability for achieving standardsstandards
Improve teacher instructionImprove teacher instruction Enhance conversation about effectiveness of Enhance conversation about effectiveness of
theatre education programmingtheatre education programming Ground outcomes in tangible numbers: e.g., Ground outcomes in tangible numbers: e.g.,
86% of students meet standards86% of students meet standards Strengthen theatre education community valuesStrengthen theatre education community values
Transportable Transportable Assessment IdeasAssessment Ideas
Design assessment to assess what you valueDesign assessment to assess what you value Choose models that show evidence of Choose models that show evidence of
student learningstudent learning Require every student to achieve goals and Require every student to achieve goals and
standards standards Embed assessment so that it is practical Embed assessment so that it is practical
and clarifyingand clarifying Use rubrics of what students will know and be Use rubrics of what students will know and be
able to doable to do Give frequent non-judgmental feedback and Give frequent non-judgmental feedback and
increase rigorincrease rigor Use assessment data to learn how to improveUse assessment data to learn how to improve
Thank You for Joining Thank You for Joining Our Conversation!Our Conversation!