Pennsylvania Governor's Institute

for Arts Educators

Summer 2000

ARTS  ARTS    ARTS    ARTS    ARTS    ARTS    ARTS    ARTS

 

COMMUNITY TWO: REPORTING STUDENT PROGRESS  
This Community of Learners has created a resource of links to sites containing information on methods of reporting student progress.  These sites concentrate on reporting out on standards based assessments.  From their research, this community has developed sample reporting tools designed to meet the needs of arts educators, students, parents, the school community, the district community and the state.

When properly presented, assessment reports can help build support for our arts programs and the objectives and initiatives that we, as arts educators, wish to carry out.  They represent the ultimate performance and progress in student knowledge, skills, processes and performances.

 

 

Based on art standard 9.1 J and K - analyzing and evaluating the use of traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others and in furthering knowledge and understanding in the humanities. The group decided to concentrate their efforts in developing standards-based student report templates  for parents in each of the arts areas, however the templates could be used as a reporting tool for the school community, district community and state as well. These reporting formats use the levels of advanced, proficient, basic and below basic as common levels of achievement descriptors. The following chart, from the PA Department of Education, Division of Evaluation and Reports, defines the various performance levels :
 

4

 Advanced Performance: Carries out the major processes/skills with relative ease and automatic.  Demonstrates a thorough understanding of the important information; is able to exemplify that information in detail and articulate relationships, complex relationships and distinctions.

3

 Proficient Performance: Carries out the major processes/skills without significant error, but not necessarily at an automatic level. Demonstrates an understanding of the important information; is able to exemplify that information in some detail.

2

Basic Performance: Makes a number of errors when carrying out the processes/skills important to the procedure, but still accomplishes the basic purpose. Demonstrates an incomplete understanding of the important information, but does not have severe misconceptions.

1

 Below Basic Performance: Makes so many errors when carrying out the processes/skills important to the procedure, that they fail to accomplish the basic purpose. Demonstrates an incomplete understanding of the important information, along with severe misconceptions.

A sample of a rubric (scoring Guide) developed by the 2000 Governor's Institute Teachers can be found at:

 

Further information can be found at the NATIONAL CENTER FOR EDUCATION STATISTICS

                                 http://nces.ed.gov/

 

 

Student Report Templates Based on Pennsylvania Arts 

Standard 9.1  J and K

 

Community of Learners

Lead: Renee Keil
Leadership: Sherry Knight and Bill Pearce

Reporting on Visual Arts Education
Gloria Garcia
Louise Neal
Janet Sauers
Zipora Schulz

Reporting on Music Education
Nancy Bonnet
Lisa Hummel
 Luanne Salaga


 Reporting on Theater Education
Oliver Wiehe

Reporting on Dance Education
Renee Keil