Contact Arts teachers are assessing learning, transforming practice, and promoting achievement in visual artsdancetheaterand music. Arts Assessment for Learning is committed to K—12 arts education that is focused on formative assessment as a catalyst for student learning. It can increase teacher effectiveness, boost student achievement and motivation, and encourage student independence in the learning process.
Simple ways to assess the product An effective writing process should lead to a successful product. A writing product fulfills its communicative intent if it is of appropriate length, is logical and coherent, and has a readable format.
When various conceptual models of writing are compared side by side Isaacson, five product variables seem to emerge: The following are simple methods for assessing each product variable. In some instances quantifiable measures are used; in others, qualitative assessments seem more appropriate.
Fluency The first writing skill a teacher might assess with a beginning writer is fluency: As concepts of print and fine motor skills develop, the student should become more proficient at writing down words and sentences into compositions of gradually increasing length.
The developmental route of very young writers involves trying to understand what written language is about as they look at books, become aware of environmental print, and put pencil to paper Clay, Then children try to relate their experiences in writing using invented spelling.
As they begin to construct little stories they explore spelling patterns and develop new language patterns.
Clayrecommends a simple rating scale for emerging writing skills that focuses on language level from only letters to sentences and paragraphsmessage quality, and directional principles Figure 2. Word any recognizable word 3. Word group any two-word phrase 4. Sentence any simple sentence 5. Punctuated story of two or more sentences 6.
He has a concept of signs uses letters, invents letters, used punctuation 2. He has a concept that a message is conveyed 3. A message is copied 4. Repetitive use of sentence patterns such as "Here is a…" 5. Attempts to record own ideas 6. No evidence of directional knowledge 2.
Part of the directional pattern is known: Reversal of the directional pattern right to left and return down right 4.
Correct directional pattern 5. Correct directional pattern and spaces between words 6. Extensive text without any difficulties of arrangement and spacing of text A simple curriculum-based measure of fluency is total number of words written during a short writing assignment.
When fluency is the focus, misspellings, poor word choice, and faulty punctuation are not considered. A baseline of at least three writing samples should be collected and the total number of words counted for each. For the purpose of evaluation, this total can be compared with those of proficient writers of the same age or grade level.
A resulting IEP objective might be written like this: After a group prewriting discussion with the teacher, Daniel will write original narrative compositions of  words or more. A rough guideline for setting the criterion can be established from research reported by Deno, Mirkin, and Wesson and Parker and Tindal If the total number of words is less than 20, aim for doubling it by the end of the school year.
If the number of words is greater than 50, choose another objective. Content Content is the second factor to consider in the writing product. Is there a good beginning sentence? Is there a clear ending? Is there a logical sequence of subtopics or events? Does the writer stick to the topic?
Is it clear what words like it, that, and they refer to? Does the writer use key words that cue the reader to the direction of the discourse First…Then…Therefore…On the other hand…? Originality is assessed through questions like:Writing Strategies for Students With ADHD Here are six challenges and solutions, based on task simplicity and clear instruction, for helping students with ADHD develop their essay-writing skills.
By Tracy Collins. Arts Assessment for Learning is committed to building communities of arts educators, and engaging them in implementing and analyzing the effectiveness of formative assessment in their classrooms.
Our website is designed to share the results of the teachers’ action research as well as their tools and strategies.
Arts Assessment Strategies Report Developing an Arts Assessment: Some Selected Strategies Introduction. The purpose of this web report is to use the NAEP arts assessment and field test as a case study to explore useful strategies for developing an arts performance assessment.
Home Essays Assessment Strategies. Assessment Strategies. Topics: Educational psychology Curriculum and Assessment Tim Kurtz Arts Curriculum and Assessment Consultant Marcia McCaffrey NOTICE OF NONDISCRIMINATION The New Hampshire Department of Education does not discriminate on the basis of race, color, religion, .
Formative assessment can help teachers plan the most effective instruction. In this lesson, you'll learn what formative assessments are, why they are important, and multiple strategies that you. Brief Strategies for Vocabulary Development (Stahl 5) During language arts instruction and assessment, it is helpful to make a distinction between words that should simply enhance a student's receptive vocabulary and words that should ideally enter a student's expressive vocabulary.
A student's receptive vocabulary comprises to words that.