Criteria-Referenced Formative Assessment in the Arts

Autor/inn/en	Chen, Fei; Lui, Angela M.; Andrade, Heidi; Valle, Christopher; Mir, Hirah
Titel	Criteria-Referenced Formative Assessment in the Arts
Quelle	In: Educational Assessment, Evaluation and Accountability, 29 (2017) 3, S.297-314 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-017-9259-z
Schlagwörter	Formative Evaluation; Criterion Referenced Tests; Art Education; Achievement Tests; Urban Schools; Elementary School Students; Middle School Students; High School Students; Music Education; Dance Education; Theater Arts; Music Teachers; Art Teachers; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; Faculty Development; Peer Evaluation; Self Evaluation (Individuals); Pretests Posttests; Fidelity; Statistical Analysis; New York (New York) + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Musikerziehung; Dance; Tanzerziehung; Theaterwissenschaft; Music; Teacher; Teachers; Musiklehrer; Art teacher; Kunsterzieher; Kunsterzieherin; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Statistische Analyse
Abstract	The purpose of this study was to examine the effect of criteria-referenced formative assessment on achievement in the arts. Seventy-five schools in New York City were assigned to either the treatment or control condition. The treatment involved 3195 elementary, middle, or high school students instructed by 43 music, visual arts, theater, or dance teachers. The teachers were involved in a professional development program focused on formative assessment practices, particularly criteria-referenced peer and self-assessment. The control group consisted of 2445 students in classes instructed by 32 teachers who did not receive the professional development. Discipline-specific, performance-based pre- and post-measures were used to evaluate student learning. Fidelity of implementation was examined before the analysis of the treatment effect. Propensity score matching analysis was used to examine group differences in performance on the post-assessment. Results based on a sample of 611 matched pairs of students showed that, overall, criteria-referenced formative assessment had a statistically significant, positive effect (d = 0.26) on students' arts achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01