NATIONAL ART EDUCATION ASSOCIATION WHITE PAPERS CALL ...
NATIONAL ART EDUCATION ASSOCIATION WHITE PAPERS CALL FOR PAPERS: NAEA White Papers on Assessment (Special Series) DEADLINE: Submit abstract by March 26, 2017 Format: 150- to 300-word Abstract The White Papers on Assessment will present practical scholarship on assessment that is relevant, accessible, and timely for art educators at all levels and within different learning communities. Looking through the diverse lenses of our profession, NAEA members will serve as leaders in creating a series of assessment papers to become invaluable resources for art educators in each of NAEA’s divisions. The series will address key concepts on assessment that are important to our field based on contemporary theories and research that includes professional exemplars, dialogue, and reflections. The White Papers on Assessment will correlate with NAEA’s 5-year Strategic Vision (2015), which expresses a need to “Establish a working group of practitioners to translate research into accessible, applicable actions in the field” (p. 6). This collection of focused 1,500- to 2,000-word essays will be published bimonthly for the duration of the series, in user-friendly language and highly applicable for today’s diversified art education settings—which include classrooms, museums, studio spaces, and community environments. Authors will identify and break down key terminology to explain their meanings clearly and illustrate the necessary steps for others to emulate and adapt examples to suit their particular needs. As a full collection, the White Papers will serve as quality resources that assist art educators in becoming assessment-literate practitioners who have a thorough knowledge of assessment and know how to select from multiple assessments to achieve quality outcomes (Chappuis, Stiggins, Chappuis, & Arter, 2012). The papers will identify how assessment-literate art educators apply their knowledge of assessment to strengthen teaching practices, mold students into competent and creative individuals who possess a full range of 21st-century skills, and inform administrators and policy makers of the value of an education through art as a core subject in our schools and beyond. Assessment Sections and Topics The White Papers on Assessment will consist of five sections that will document the various pathways art educators can take to make informed judgments as assessment-literate practitioners who use formative and summative assessments to empower students as they strive to reach learning targets and improve overall teaching and learning practices. Sections I and II will address the purposes and types of assessment commonly used in art education. Their content is structured around NAEA’s strategic goals of community, advocacy, learning, research and knowledge, and organizational vibrancy. Section III will identify strategies for art educators to plan and implement quality assessments for diversified learners. Section IV will provide methods for art educators to analyze learning outcomes, make interpretations, and
report assessment results. Section V will present case studies of art assessments in classroom settings and beyond. Section I. Research and Knowledge about Assessment • What is the purpose of assessment in art education? Which types of assessment do art educators utilize to measure and appraise various learning targets in art? What roles do ongoing assessments, technologies, and assessments written in student-friendly language play in teaching art and student achievement? • How do art educators use assessments to foster students’ full development through art? How do art educators teach students to self-assess their work to reach learning targets? How does student self-assessment correlate with idea development, including critical thinking, self-reflexivity, metacognition, and constructive autonomous behaviors? • What is performance assessment? How do art educators assess student products and performances including artworks, critiques, presentations, and exhibitions through performance assessments and other valid forms of assessment? • How do art educators apply authentic assessment to extend learning beyond the classroom for students to become artistically literate lifelong learners? How do teachers assess expressive outcomes and disposition targets to advocate for art’s intrinsic values, including creativity, effort, passion, and wonder (Eisner, 2002)?
Section II. Assessments That Build a Vibrant Learning Community and Advocate for the Visual Arts • How do professional art educators shape assessment policies and practices to support students and fellow art educators? • How can art educators who feel concerned about teacher evaluations find support to achieve positive results and communicate best practices in teaching art to administrators and policy makers? What strategies do art educators use to develop student learning objectives (SLOs) that include learning goals, formative and summative assessments, and targets that are applicable to teaching art (Center for Assessment, 2016)? • As a core, non-tested subject, how are art educators working in teams to develop valid and convincing assessments as alternatives to standardized tests? How are art educators utilizing the Model Cornerstone Assessments and other quality assessments to communicate student learning outcomes and expressive outcomes? • How do preservice teachers and university instructors approach the edTPA assessment model to measure learning in pK-12 classroom environments? What are the benefits and challenges associated with this model of preservice teacher evaluation? • How do art educators use journals, portfolios, blogs, and shared learning communities to augment instruction, assessment, and learning practices?
Section III. Planning and Implementing Inclusive Art Assessments • How do art educators plan and implement student-centered art assessments that are
inclusive for all students? What roles do standards, student learning objectives, expressive outcomes, and target mastery play in planning and implementing art assessments? What is a backward design approach to assessment? • In a time of rigorous teacher evaluations, how do art educators balance qualitative and quantitative assessment methods? • What do quality art assessments look like when implemented in art classrooms and community environments, such as museums, studios, art organizations, and after school art programs? How do such assessment practices promote a supportive learning environment for teachers and students? • How do assessment literate art educators make connections between instruction, assessment, and learning practices? How do they plan and implement fair and valid assessments that accommodate all students to maximize their full potential? How do art educators set goals, identify targets, and assist students in working through obstacles using student-friendly assessments?
Section IV. Analyzing Learning Outcomes, Making Interpretations, and Reporting Art Education Assessments • How do art educators and students collect evidence (including student work samples) to analyze assessment data and then interpret assessment results? In which ways do assessment results indicate that students have reached or not reached desired learning targets and expressive outcomes? • How do teachers and students apply assessment results to guide, inform, and improve teaching and learning practices? In which ways do art educators document and visualize assessment data to report learning outcomes? • What happens when assessments do not measure what they were intended to measure? How do teachers and students proceed to work through challenges and refine assessments? • How do teachers document formative assessments and provide students with descriptive feedback to implement and report fair grading procedures? What do the results of these assessment practices look like?
Section V. Visual Arts Assessments: Case Studies from the Classroom and Beyond • What is best practice in art education assessment? How have art educators and students achieved positive results through arts assessments? How have art educators unified instruction, assessment, and learning practices to achieve maximum results? What does quality art assessment look like in elementary schools, secondary schools, higher education, museums, arts organizations, studios, and after-school art programs? • How have exemplary arts assessments resulted in students’ acquisitions of 21 st Century skills, including meaningful community contributions, college and career readiness, and positive expressive outcomes? • How have art educators presented students’ achievements and assessment results to students, parents, administrators, policy makers, and the greater public?
• How have art educators developed student-centered assessments to advocate for art? Which methods did they use to promote their advocacy messages? NAEA Formatting Guidelines Potential authors’ submissions may focus on one or more topics within each of the five sections, as well as build upon the topics presented. Individual and collaborative submissions are welcome for review. Authors may find it helpful to integrate content from NAEA’s Position Statements (2016) as applicable, and refer to the Glossary of Assessment Terms presented by SCASS/Arts (2014). Authors’ abstract submissions will undergo a blind review by members of NAEA’s PMC and will be categorized as Accepted; Minor Revisions; Major Revisions; and Rejected. Revisions are likely with PMC offering feedback and suggestions to abstract and essay submissions. Abstracts and essays will be submitted using APA reference style (6th edition) and following NAEA’s guidelines available at https://www.arteducators.org/opportunities/writing-for-naea. Submit Abstracts or Questions to: Debrah C. Sickler-Voigt, Senior Editor, NAEA PMC White Papers on Assessment, at [email protected].
References Armstrong, C. L. (1994). Designing assessment in art. Reston, VA: National Art Education Association. Center for Assessment. (2016). Student learning objective toolkit. Retrieved from http://www.nciea.org/slo-toolkit/ Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning: Doing it right—using it well (2nd ed.). Upper Saddle River, NJ: Pearson. Eisner, E. (2002). The arts and the creation of mind. New Haven, CT: Yale University Press. NAEA. (2016). National Art Education Association: Position statements. Retrieved https://www.arteducators.org/about/platform-and-position-statements NAEA. (2015). National Art Education Association: Strategic vision. Retrieved http://atwww.arteducators.org/about-us/2015_Strategic_Vision.pdf State Collaborative on Assessment and Student Standards Arts Education Assessment Consortium (SCASS/ARTS). (2014) National Core Arts Standards, Glossary of assessment terms. Retrieved from http://www.nationalartsstandards.org/sites/default/files/
report assessment results. Section V will present case studies of art assessments in classroom settings and beyond. Section I. Research and Knowledge about Assessment • What is the purpose of assessment in art education? Which types of assessment do art educators utilize to measure and appraise various learning targets in art? What roles do ongoing assessments, technologies, and assessments written in student-friendly language play in teaching art and student achievement? • How do art educators use assessments to foster students’ full development through art? How do art educators teach students to self-assess their work to reach learning targets? How does student self-assessment correlate with idea development, including critical thinking, self-reflexivity, metacognition, and constructive autonomous behaviors? • What is performance assessment? How do art educators assess student products and performances including artworks, critiques, presentations, and exhibitions through performance assessments and other valid forms of assessment? • How do art educators apply authentic assessment to extend learning beyond the classroom for students to become artistically literate lifelong learners? How do teachers assess expressive outcomes and disposition targets to advocate for art’s intrinsic values, including creativity, effort, passion, and wonder (Eisner, 2002)?
Section II. Assessments That Build a Vibrant Learning Community and Advocate for the Visual Arts • How do professional art educators shape assessment policies and practices to support students and fellow art educators? • How can art educators who feel concerned about teacher evaluations find support to achieve positive results and communicate best practices in teaching art to administrators and policy makers? What strategies do art educators use to develop student learning objectives (SLOs) that include learning goals, formative and summative assessments, and targets that are applicable to teaching art (Center for Assessment, 2016)? • As a core, non-tested subject, how are art educators working in teams to develop valid and convincing assessments as alternatives to standardized tests? How are art educators utilizing the Model Cornerstone Assessments and other quality assessments to communicate student learning outcomes and expressive outcomes? • How do preservice teachers and university instructors approach the edTPA assessment model to measure learning in pK-12 classroom environments? What are the benefits and challenges associated with this model of preservice teacher evaluation? • How do art educators use journals, portfolios, blogs, and shared learning communities to augment instruction, assessment, and learning practices?
Section III. Planning and Implementing Inclusive Art Assessments • How do art educators plan and implement student-centered art assessments that are
inclusive for all students? What roles do standards, student learning objectives, expressive outcomes, and target mastery play in planning and implementing art assessments? What is a backward design approach to assessment? • In a time of rigorous teacher evaluations, how do art educators balance qualitative and quantitative assessment methods? • What do quality art assessments look like when implemented in art classrooms and community environments, such as museums, studios, art organizations, and after school art programs? How do such assessment practices promote a supportive learning environment for teachers and students? • How do assessment literate art educators make connections between instruction, assessment, and learning practices? How do they plan and implement fair and valid assessments that accommodate all students to maximize their full potential? How do art educators set goals, identify targets, and assist students in working through obstacles using student-friendly assessments?
Section IV. Analyzing Learning Outcomes, Making Interpretations, and Reporting Art Education Assessments • How do art educators and students collect evidence (including student work samples) to analyze assessment data and then interpret assessment results? In which ways do assessment results indicate that students have reached or not reached desired learning targets and expressive outcomes? • How do teachers and students apply assessment results to guide, inform, and improve teaching and learning practices? In which ways do art educators document and visualize assessment data to report learning outcomes? • What happens when assessments do not measure what they were intended to measure? How do teachers and students proceed to work through challenges and refine assessments? • How do teachers document formative assessments and provide students with descriptive feedback to implement and report fair grading procedures? What do the results of these assessment practices look like?
Section V. Visual Arts Assessments: Case Studies from the Classroom and Beyond • What is best practice in art education assessment? How have art educators and students achieved positive results through arts assessments? How have art educators unified instruction, assessment, and learning practices to achieve maximum results? What does quality art assessment look like in elementary schools, secondary schools, higher education, museums, arts organizations, studios, and after-school art programs? • How have exemplary arts assessments resulted in students’ acquisitions of 21 st Century skills, including meaningful community contributions, college and career readiness, and positive expressive outcomes? • How have art educators presented students’ achievements and assessment results to students, parents, administrators, policy makers, and the greater public?
• How have art educators developed student-centered assessments to advocate for art? Which methods did they use to promote their advocacy messages? NAEA Formatting Guidelines Potential authors’ submissions may focus on one or more topics within each of the five sections, as well as build upon the topics presented. Individual and collaborative submissions are welcome for review. Authors may find it helpful to integrate content from NAEA’s Position Statements (2016) as applicable, and refer to the Glossary of Assessment Terms presented by SCASS/Arts (2014). Authors’ abstract submissions will undergo a blind review by members of NAEA’s PMC and will be categorized as Accepted; Minor Revisions; Major Revisions; and Rejected. Revisions are likely with PMC offering feedback and suggestions to abstract and essay submissions. Abstracts and essays will be submitted using APA reference style (6th edition) and following NAEA’s guidelines available at https://www.arteducators.org/opportunities/writing-for-naea. Submit Abstracts or Questions to: Debrah C. Sickler-Voigt, Senior Editor, NAEA PMC White Papers on Assessment, at [email protected].
References Armstrong, C. L. (1994). Designing assessment in art. Reston, VA: National Art Education Association. Center for Assessment. (2016). Student learning objective toolkit. Retrieved from http://www.nciea.org/slo-toolkit/ Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student learning: Doing it right—using it well (2nd ed.). Upper Saddle River, NJ: Pearson. Eisner, E. (2002). The arts and the creation of mind. New Haven, CT: Yale University Press. NAEA. (2016). National Art Education Association: Position statements. Retrieved https://www.arteducators.org/about/platform-and-position-statements NAEA. (2015). National Art Education Association: Strategic vision. Retrieved http://atwww.arteducators.org/about-us/2015_Strategic_Vision.pdf State Collaborative on Assessment and Student Standards Arts Education Assessment Consortium (SCASS/ARTS). (2014) National Core Arts Standards, Glossary of assessment terms. Retrieved from http://www.nationalartsstandards.org/sites/default/files/
