1. Pre-Conference Workshop – June 2007 BUILDING A NATIONAL TEAM: Theatre Education Assessment Models Robert A. Southworth, Jr., Ed.D. TCG Assessment Models Website: www.TCG.ORG/tools/education/teams/TEAMindex.cfm

2. National Conversation NEED: How do theatres know they are being effective in their educational programming? NEED: How do theatres know they are being effective in their educational programming? GOAL: Think creatively about the use of assessment GOAL: Think creatively about the use of assessment SOLUTION: National models are conversation vehicles SOLUTION: National models are conversation vehicles

3. New Forms of Assessment Assessment is the process of judging the educational value of student work Assessment is the process of judging the educational value of student work Authentic assessment is the process of setting up tests that are more like "real-life” Authentic assessment is the process of setting up tests that are more like "real-life” Performance assessments are forms of testing designed to get students to demonstrate their learning through extended tasks and projects Performance assessments are forms of testing designed to get students to demonstrate their learning through extended tasks and projects

4. Assessment Drives Learning Clarify the learning you value Clarify the learning you value Create assessments that reveal that learning Create assessments that reveal that learning Use the results to improve learning Use the results to improve learning Change assessment to drive the process Change assessment to drive the process

5. Example of “Test” Process Assignment: Read King Lear Assessment: Answer a multiple-choice test Result: 1. Good learning = student recall 2. Knowing = memorizing 2. Teaching = coverage of material 3. Memorizing = smart 4. Value = “We love it when students know the play backwards and forwards”

6. Example of a “Performance Assessment Task” Process Assignment: Read King Lear Assessment: Rewrite the ending Result: 1. Good Learning = rewriting 2. Knowing = understanding 3. Teaching = helping students show their learning 4. Smart = Insight 5. Value = “We love it when students understand and can take a personal viewpoint”

7. T.E.A.M. Theatre Education Assessment Models Theatre Education Assessment Models Models are complex prototypes Models are complex prototypes Physical models aid discussion Physical models aid discussion Models are transportable to theatres Models are transportable to theatres Education Directors improve learning Education Directors improve learning

8. Aligning Assessments Review theatre mission statement Review theatre mission statement Align education department program with mission Align education department program with mission Derive your learning goals Derive your learning goals Construct objectives Construct objectives Assess what you value Assess what you value

9. Education Programs Align program goals with school standards Align program goals with school standards Set criteria for success of what you value Set criteria for success of what you value Create benchmark examples of student success Create benchmark examples of student success Handout examples at beginning for clarity Handout examples at beginning for clarity

10. Four Models for Performance Assessments

11. I. OBSERVATION Model

12. 1. What is an OBSERVATION? An observation is an informal visual assessment of student learning. 2. What is an OBSERVATION's objective? To help the teacher see student learning in order to check on the effectiveness of instruction, to change instruction, and/or to assess student learning. 3. What does a good OBSERVATION accomplish? Provides immediate feedback to a teacher about student learning.

13. Choose the “Observation” assessment when you want to… See some but not all individual work See some but not all individual work Check on the general progress of a group on a task Check on the general progress of a group on a task Look in depth at one student's work Look in depth at one student's work Document one student's progress over time Document one student's progress over time

14. “Observation” Demographic Information Assessment type: e.g., "Observation" Assessment type: e.g., "Observation" Name of Observer Name of Observer Student name or alias Student name or alias Theatre name and address Theatre name and address Name of education program Name of education program School / Teacher / Teaching Artist School / Teacher / Teaching Artist Grade and section of student(s) Grade and section of student(s) Date of assessment use and version Date of assessment use and version

15. Standardized “Observation” Protocol Use precise language on what to observe Use precise language on what to observe Either count the number of times the item is observed, OR, Either count the number of times the item is observed, OR, Within a given 5-10 minute time frame, how often does it occur? Within a given 5-10 minute time frame, how often does it occur?

16. Open-ended “Observation” Questions At top of paper write open-ended question, e.g., “How does the student rehearse?” At top of paper write open-ended question, e.g., “How does the student rehearse?” Draw a line down the middle of your paper Draw a line down the middle of your paper In the left column put the time, or the activity In the left column put the time, or the activity In the right column, write observations In the right column, write observations

17. Increasing “Observation” Validity Match your observations to what really happens Match your observations to what really happens Write using language that describes what you see Write using language that describes what you see Reflect on the accuracy of what you see Reflect on the accuracy of what you see Pilot the instrument and Improve it Pilot the instrument and Improve it

18. Increasing “Observation” Reliability Ask others to read your observations Ask others to read your observations Can they see what you see? Can they see what you see? Ask others to observe with you Ask others to observe with you Change and improve your instrument Change and improve your instrument Pilot the instrument in other classrooms Pilot the instrument in other classrooms

19. Increasing “Observation” Rigor Observe things you can see Observe things you can see Lower the number of inferences Lower the number of inferences Use another observer Use another observer Observe over time Observe over time

20. II. SURVEY Model

21. 1. What is a SURVEY? "A survey is a system for collecting information from or about other people to describe, compare, or explain their knowledge, attitudes, and behavior" (Fink, 2003). 2. What is a SURVEY's objective? A survey's objective is to answer essential questions by asking for the opinion of a group of students or a group of audience members. 3. What is a good SURVEY question? A good survey question uses specific questions framed as complete sentences that are logically connected to the survey's objectives.

22. Open-ended “Survey” Questions Place them at the end of the survey Place them at the end of the survey Use them to get at non-standardized thinking Use them to get at non-standardized thinking Put lines in to make writing more clear Put lines in to make writing more clear Limit answer space to five lines Limit answer space to five lines Consider placing them on back of survey Consider placing them on back of survey

23. Increasing “Survey” Validity Pilot the survey Pilot the survey After piloting, ask for feedback from respondents After piloting, ask for feedback from respondents Change the survey if they are unclear or confused Change the survey if they are unclear or confused Analyze the answers and where they cluster Analyze the answers and where they cluster Change or rework the Likert Scale for clarity in answers Change or rework the Likert Scale for clarity in answers Change and improve your instrument over time Change and improve your instrument over time

24. III. PERFORMANCE TASK Model

25. 1. What is a PERFORMANCE TASK? A performance task requires a student to create, manipulate or rework intellectual academic content in a practical and authentic performance that demonstrates student learning. 2. What is a PERFORMANCE TASK's objective? To help the teacher see tangible evidence of student learning progress toward the level of standards for what students should know and be able to do. 3. What does a PERFORMANCE TASK accomplish? Provides immediate, tangible, and practical demonstration of student learning.

26. Choose the “Performance Task” assessment when you want to… Create a common performance assessment Create a common performance assessment Extend the learning into an authentic real-life task Extend the learning into an authentic real-life task Give students practice demonstrating their learning Give students practice demonstrating their learning See tangible evidence of student learning See tangible evidence of student learning Judge student learning through a rubric of what they know and can do Judge student learning through a rubric of what they know and can do

27. IV. PORTFOLIO Model

28. 1. What is a PORTFOLIO? Portfolios are collections of student work representing a selection of performance. 2. What is a PORTFOLIO's objective? Portfolios are useful as a support to the new instructional objectives that emphasize the student's role in constructing understanding and the teacher's role in promoting understanding. 3. What does a good PORTFOLIO accomplish? A portfolio accomplishes the documentation of student achievement by containing a student's best pieces and the student's evaluation of the strengths and weaknesses of the pieces.

29. Choose the “Portfolio” assessment when you want to… Create a common or standardized assessment Create a common or standardized assessment Check on progress of a student and their work Check on progress of a student and their work See progress over time, e.g., pre, mid and post See progress over time, e.g., pre, mid and post See progress from drafts to final product See progress from drafts to final product Document student learning Document student learning

30. RUBRICS

31. Use Rubrics to Establish Common Language of Standards Final Draft Process 1234 AttemptsProducesCraftsPolishes Character —Complex and well defined The new ending of King Lear features a new role for the King The new ending for King Lear makes sense and the new King’s role is imaginative The new role for King Lear is imaginatively crafted and makes for good theatre viewing The new role for King Lear is complex and well defined and wonderfully supports the new dramatic ending

32. Data: Continuous Feedback Discuss rubrics at the beginning of performance task Discuss rubrics at the beginning of performance task Refer back to rubrics for non-judgmental clarity Refer back to rubrics for non-judgmental clarity If needed, increase rubric use; decrease assignment length If needed, increase rubric use; decrease assignment length Multiple short tasks reveal more about student learning Multiple short tasks reveal more about student learning Multiple short tasks promote more time for feedback Multiple short tasks promote more time for feedback

33. Use Your Data To: Advance student accountability for achieving standards Advance student accountability for achieving standards Improve teacher instruction Improve teacher instruction Enhance conversation about effectiveness of theatre education programming Enhance conversation about effectiveness of theatre education programming Ground outcomes in tangible numbers: e.g., 86% of students meet standards Ground outcomes in tangible numbers: e.g., 86% of students meet standards Strengthen theatre education community values Strengthen theatre education community values

34. Transportable Assessment Ideas

35. Design assessment to assess what you value Design assessment to assess what you value Choose models that show evidence of student learning Choose models that show evidence of student learning Require every student to achieve goals and standards Require every student to achieve goals and standards Embed assessment so that it is practical and clarifying Embed assessment so that it is practical and clarifying Use rubrics of what students will know and be able to do Use rubrics of what students will know and be able to do Give frequent non-judgmental feedback and increase rigor Give frequent non-judgmental feedback and increase rigor Use assessment data to learn how to improve Use assessment data to learn how to improve

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