Many states require student assessment data to be a significant portion of teachers’ annual evaluations. Yet educators in non-state-tested subjects struggle to acquire useful student performance data that authentically demonstrate their effectiveness.
MAC researchers and developers work to expand our resource library with materials that support and guide districts in measuring and documenting student performance and educator practice, and in promoting educator evaluation as an opportunity to demonstrate effectiveness versus an opportunity to inspect practice and data for deficits.
MAC researchers and developers engage a wide community of arts educators to continue to study and improve the use of the Michigan Arts Education Instruction and Assessment (MAEIA) program’s catalog of curriculum-embedded performance assessments.
Use of these assessments not only permits teachers to measure student learning, but also to document their professional practice with measures deemed worthwhile, challenging, and engaging.
The MAC also maintains an impressive library of research, recommendations, and resources to support and expand the use of performance assessment in demonstrating educator effectiveness.
Through a collaboration with the Michigan Elementary and Middle School Principals Association (MEMSPA) and the Michigan Council of Arts and Cultural Affairs (MCACA), we are learning more about how arts educators and principals might work together to support and measure growth in the arts disciplines.
The Institute (launched August 7, 2018) consists of a series of face-to-face and virtual events throughout the school year. Participating teams will receive support in the use of performance assessments that advance student learning and empower arts teachers to demonstrate their effectiveness.
Major impediments to district use of performance or constructed-response assessments are lack of trust in teacher self-scored assessments (due to lack of scorer training) and the cost of central scoring. MAC researchers and developers are addressing this challenge by developing a virtual collaborative scoring system that will equip trained teachers to score constructed response and performance assessment results for one another.
This system, the Michigan-Collaborative Scoring System (MI-CSS) will provide distributed scoring opportunities and make the results defensible for use in educator evaluation. While part of a statewide project addressing assessment in the arts (Michigan Arts Education Instruction and Assessment-MAEIA), the implications transcend all curriculum areas.