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Taking a Walk with the Model Cornerstone Assessments (MCAs)
Dr. Robert SabolPurdue University
An Overview of the Standards
The standards are based on the work of Grant Wiggins and Jay McTighe in Understanding by Design (2005).
The standards were designed to reflect the principles and ideas detailed in the NCCAS document, Philosophical Foundations and Lifelong Goals for Artistic Literacy.
The standards include common Anchor Standards for Dance, Media Arts, Music, Theatre, and Visual Arts.
The standards have been published in a web-based environment.
– Clickable– Searchable– Showcasing evidence of student
work– Examples of student work– Model Cornerstone Assessments– Creation of your “own account”
to build your personalized view of the standards
Dance - Media Arts - Music - Theatre - Visual Arts
Available at:
http://nccas.wikispaces.com
Artistic Processes included in the New Standards
• Creating new artistic work.
• Presenting/Performing/Producing an existing work.
• Responding to artistic works and performances as audience/consumer.
• Connecting artistic ideas and work with personal meaning and contextual knowledge .
The New National Core Arts Standards Model
Philosophical Foundations and Core Arts Standards
The New National Core Arts Standards Model
Philosophical Foundations and Core Arts Standards
Artistic Processes: Creating, Presenting/Performing/Producing, Responding, and Connecting
The New National Core Arts Standards Model
Philosophical Foundations and Core Arts Standards
Artistic Processes: Creating, Presenting, Responding, and Connecting
Enduring Understandings
The New National Core Arts Standards Model
Philosophical Foundations and Core Arts Standards
Artistic Processes: Creating, Presenting, Responding, and Connecting
Enduring Understandings
Essential Questions
The New National Core Arts Standards Model
Philosophical Foundations and Core Arts Standards
Artistic Processes: Creating, Presenting, Responding, and Connecting
Enduring Understandings
Essential Questions
Common Anchor Standards
The New National Core Arts Standards Model
Philosophical Foundations and Core Arts Standards
Artistic Processes: Creating, Presenting, Responding, and Connecting
Enduring Understandings
Essential Questions
Performance Standards or Tasks
Common Anchor Standards
The New National Core Arts Standards Model
Philosophical Foundations and Core Arts Standards
Artistic Processes: Creating, Presenting, Responding, and Connecting
Enduring Understandings
Essential Questions
Performance Standards or Tasks
Model Cornerstone Assessments
Common Anchor Standards
Supporting materials include a glossary with definition of terms used in the standards.
Model Cornerstone Assessments
MCAs were modeled after “Cornerstone Tasks” developed by Wiggins and McTighe.
Introducing the Model Cornerstone Assessments
Model Cornerstone Assessments accompanying the new standards are samples or models teachers can use as examples when they create their own cornerstone assessments or they may be used as intact assessments.
Model Cornerstone Assessments are designed to reflect Artistic Processes (Creating, Presenting/Performing/Producing, Responding, and Connecting)
Introducing the Model Cornerstone Assessments(continued)
Model Cornerstone Assessments may address all of the Artistic Processes (Creating, Presenting/Performing/Producing, Responding, and Connecting) or they may address one or more of the Artistic Processes.
Introducing the Model Cornerstone Assessments(continued)
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.
Introducing the Model Cornerstone Assessments(continued)
Model Cornerstone Assessments were written by teams consisting of members of the standards writing teams and other arts educators.
Introducing the Model Cornerstone Assessments(continued)
Model Cornerstone Assessments:
1. Are grounded in the standards.
2. Are performance tasks that are completed over time rather than on demand.
3. Are curriculum embedded, as opposed to externally
imposed.
4. Recur across the grades, becomingincreasingly sophisticated over time.
Model Cornerstone Assessment Characteristics
5. Establish authentic contexts forperformance.
6. Assess understanding and transfer viagenuine authentic performances.
7. May be used both as rich learning activities and assessment
instruments.
8. Integrate 21st Century Skills (e.g. critical thinking, collaboration, creativity, communication) with subject area content.
Model Cornerstone Assessment Characteristics(continued)
9. Evaluate performance with established rubrics.
10. Engage students in meaningful learning while encouraging the best teaching.
11. Provide content for a student’s portfolio so that they graduate with a resume of demonstrated accomplishments, rather than simply a transcript of courses taken.
Model Cornerstone Assessment Characteristics(continued)
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
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
or Strategies for Inclusion
☐ Suggested Scoring Devices
☐ Task Specific Rubrics
☐ Resources needed for task implementation
☐ Assessment Focus Chart ☐ Benchmarked Student Work
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]
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:
Strategies for Inclusion (Specially designed instruction 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.)Resource:
Differentiation Strategies (Instructional approaches that respond to individual student needs and strengths to maximize student learning and success.)
Resources (download April 26, 2014):
http://www.ascd.org/publications/books/100216/chapters/Understanding-Differentiated-Instruction@-Building-a-Foundation-for-Leadership.aspx
http://hepg.org/her-home/issues/harvard-educational-review-volume-83-number-1/herarticle/_1229
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
ComponentsEnduring Understandings
EssentialQuestions
Anchor Standards
Key TraitsPerformance Standards
(Advanced)
Insert Artistic Process if applicable (using process components)
Creating
Insert Artistic Process if applicable (using process components)
Presenting/ Performing/ Producing
Insert Artistic Process if applicable (using process components)
Responding
Insert Artistic Process if applicable (using process components)
Connecting
Additional Model Cornerstone Assessments for grades Pre-K, 1, 3, 4, 6, 7 are being developed.
All Model Cornerstone Assessments will be posted on the NCCAS website when completed.
NCCAS received a grant from the National Endowment for the Arts to conduct benchmarking of the Model Cornerstone Assessments.
Work on the grant began this summer.
Benchmarks will be published on the NCCAS website next summer.
Digging into the Model Cornerstone Assessment
Questions• How are the standards being
assessed?• What is the role of the student?• What is the role of the teacher?• How is evidence being produced to
show students have met standard(s)?
• How does the assessment relate to the Artistic Processes of Creating, Performing/Producing/Presenting, Responding, Connecting?
• How does this MCA connect to your teaching practice?
To what your students learn? To how you measure student learning?
What will work in your state?
How can you get started with the MCAs?
What do you plan to do with MCAs when you get back?
Questions?
