Jan 24 2008
State Mandated Music Assessments- HELP!
Here in the state of Washington, we are supposed to be implementing Classroom Based Performance Assessments in the Arts, including music.
I won’t bore you with all the details, but the process involves video taping students performing various “sets” and then scoring each child’s video according to a rubric that is supposed to be aligned to specific state Essential Academic Learning Requirements, or EALRS. (Click here for an overview of the music CBPA’s by grade level).
Since I am leading a training on this for teachers, I could use your insight on this touchy subject…
Initial reactions to this state mandated testing from teachers in my district have ranged from indifference to hostility-
“How can we test for music? Are they nuts?”
“We barely have time to teach our students as it is…and now they want us to test?”
“No one is going to care about these scores; what difference will it make?”
“I’m not doing it!”
“I think testing is a bad way to justify the arts….”
“What difference will this make?”
This really surprised me. My initial reaction to all this was, “Finally the legislature sees enough value in the arts to have them assessed for all students.”
I often joke with my colleagues that after the first round of dismal arts scores are made available, I envision a press conference where the Governor says: “Look at these test scores for the Arts; it’s obvious our students need more resources for arts education…I am proposing we pass a bill for increased spending in the arts for all WA State students.” End dream sequence.
I think testing for the arts fundamentally says that all the arts are essential for every student’s education. It says we no longer need to justify arts education based on how it supports other disciplines…Art for Arts Sake!
I am wrong about this?
What’s your take on assessment for music?
Does your state have a mandated arts assessment program?
I’d be grateful for your input. Please add to this conversation by commenting below.
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Ken,
I really enjoyed reading your blog this evening.
It would be interesting to see the day that State Wide Art Assessment ushered in a new era of funding. I can only imagine things like - “We have to cancel that basketball game! This is the band’s dress rehearsal for their concert!” or “Don’t keep those two clarinets in English! They can read the Scarlet Letter some other time - right now the Rondo by Mozart awaits!”.
Our state assessments are really driving education in PA. We here about data driven instruction - aka let’s collect data about where we are weak and teach to our deficiencies on the test. I explained to my HS and MS Principal a couple of months ago that taking all three of my bands to a PMEA Adjudication was the musical equivalent of taking the PSSA Reading and Math. Amazing how the argument turns in your favor when you speak their language.
Thanks for blogging! I am sure to be stopping back in the future!
Ken,
I can see the potential benefit of assessing a large ensemble. I certainly agree with Travis’ comment that we need to learn to speak the language of our administrators so they can see the benefit of what we do and understand the importance of certain musical events. Having a rating system like those already in place at most state festivals is a great way to mark progress and room for growth.
However, I think assessing individuals on the kind of level you’re referring to would be a slippery slope. I could easily see many of my students quitting because they didn’t get a decent score. A big question would be what to do when students fail.
Also in PA, and while there are not state music/art/dance/theater assessments, we have our state standards. I wouldn’t be opposed to state assessments, but here’s my thought: Ensembles are optional (i.e. not required by every student like the “other subjects”). I’d be concerned about students not wanting to take another test if they don’t have to.
That said, our district’s scale/rudiment, and repertoire requirements would work well as a personal state assessment. I believe testing ensembles would be much more difficult.
To Travis, Stengel99 and Robert-
Thanks for your comments and feedback. I may post about this again if we get any results back.
Since the initial “mandate”- the state has pulled back a bit…apparently data does not need to be submitted “at this time…but districts are encouraged to pilot the program regardless….”