Criteria-referenced formative assessment in the arts

Chen, Fei; Lui, Angela M.; Andrade, Heidi L.; Valle, Christopher; Mir, Hirah

doi:10.1007/s11092-017-9259-z

Cited by 19 publications

(16 citation statements)

References 20 publications

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“…This would seem logical when bearing in mind the positive sign found in the effect of the average mark/grade variable [ATT = 0.0580] even though it was not statistically significant. These results concur with the findings reported in other case studies conducted in Chile (Egaña et al 2013;2019), Germany (Hille and Schupp 2015;Cabane et al 2016) and the United States (Chen et al 2017;Southgate and Roscigno 2009), where a significant causal relationship was shown to exist between participation in music activities and the development of cognitive skills through better academic performance, especially in maths and reading tests.…”

Section: Table 3 Average Treatment Effect On the Variables Related To Educational And Labour Efficacysupporting

confidence: 92%

Does music soothe the soul? Evaluating the impact of a music education programme in Medellin, Colombia

2020

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Numerous studies have borne out the effects of cultural and music education on individuals' wellbeing, considering music as a mainly systematic practice or skill or as established educational supply. However, few studies assess the impact of music programmes designed to achieve specific goals, and where music is considered as a tool for social change. As a case study, we take the Medellin Music School Network (Colombia), whose education programme for music initiation has been running for 23 years. Our aim is to evaluate the economic and social impact generated by participating in this programme. We use a quasi-experimental propensity score matching technique as the evaluation method. Results show that the programme significantly reduces the probability of participants' becoming involved in conflict, added to which they perceive a better quality of life. Students achieve better academic performance and intensify cultural consumption and participation in artistic activities. Institutional efficacy is reflected through beneficiaries expressing a positive and significant willingness to pay in order to maintain the programme. The work also aims to evidence the usefulness of the methodology for evaluating the impact of cultural policies, particularly in developing areas.

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Section: Table 3 Average Treatment Effect On the Variables Related To Educational And Labour Efficacysupporting

confidence: 92%

Does music soothe the soul? Evaluating the impact of a music education programme in Medellin, Colombia

2020

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“…The transparency provided by rubrics lays the groundwork for feedback to be interpreted; students' expectations are clarified, their attention is more closely focused on what their assessments require of them, they gain greater perceived control and confidence about their assessments, and their anxiety about completing the assessment is reduced (Andrade and Du, 2005;Andrade and Valtcheva, 2009;Panadero and Jonsson, 2013;Jonsson, 2014). Self-assessment affords students the opportunity to receive feedback that they are likely to perceive as low-or no-stakes when compared to teacher feedback (Chen et al, 2017). Furthermore, Panadero et al (2013) found that rubrics reduced students' use of negative self-regulatory actions (i.e., self-regulatory approaches that are motivated by a desire to endorse performance avoidance goals, such as trying to avoid failing).…”

Section: Assessment Designmentioning

confidence: 99%

Transparency Isn't Spoon-Feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation

et al. 2018

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If little care is taken when establishing clear assessment requirements, there is the potential for spoon-feeding. However, in this conceptual article we argue that transparency in assessment is essential to providing equality of opportunity and promoting students' self-regulatory capacity. We begin by showing how a research-informed inclusive pedagogy, the EAT Framework, can be used to improve assessment practices to ensure that the purposes, processes, and requirements of assessment are clear and explicit to students. The EAT Framework foregrounds how students' and teachers' conceptions of learning (i.e., whether one has a transactional or transformative conception of learning within a specific context) impact assessment practices. In this article, we highlight the importance of being explicit in promoting access to learning, and in referencing the EAT Framework, the importance of developing transformative rather than transactional approaches to being explicit. Firstly, we discuss how transparency in the assessment process could lead to "criteria compliance" (Torrance, 2007, p. 282) and learner instrumentalism if a transactional approach to transparency, involving high external regulation, is used. Importantly, we highlight how explicit assessment criteria can hinder learner autonomy if paired with an overreliance on criteria-focused 'coaching' from teachers. We then address how 'being explicit with assessment' does not constitute spoon-feeding when used to promote understanding of assessment practices, and the application of deeper approaches to learning as an integral component of an inclusive learning environment. We then provide evidence on how explicit assessment criteria allow students to selfassess as part of self-regulation, noting that explicit criteria may be more effective when drawing on a transformative approach to transparency, which acknowledges the importance of transparent and mutual student-teacher communications about assessment requirements. We conclude by providing recommendations to teachers Balloo et al. Transparency Isn't Spoon-Feeding and students about how explicit assessment criteria can be used to improve students' learning. Through an emphasis on transparency of process, clarity of roles, and explication of what constitutes quality within a specific discipline, underpinned by a transformative approach, students and teachers should be better equipped to selfmanage their own learning and teaching.

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“…A group of initiatives has already put into practice formative assessment strategies for developing specific social-emotional skills in classrooms with promising results (e.g., Brookhart, 2013;Andrade et al, 2014;Valle et al, 2016;Chen et al, 2017;Chen and Andrade, 2018;Bolden et al, 2020). Bolden et al (2020) reviewed the effect of summative and formative assessment strategies on creativity learning in classrooms showing that interventions that used explicit and transparent criteria and which practices promoted students' selfassessment were effective in supporting creativity.…”

Section: Using Formative Assessment and Rubrics To Assess Social-emotional Skillsmentioning

confidence: 99%

“…Similarly, other studies have evaluated the effect of formative assessment on more specific social-emotional behaviors like arts' performance (e.g., Valle et al, 2016;Chen et al, 2017;Chen and Andrade, 2018;Fei). A group of these studies showed that formative assessment strategies where students used rubrics or checklists to self-assess their work or assess their peers' work had a significant positive effect of around 0.25 on arts achievement (Chen et al, 2017;Chen and Andrade, 2018). Chen et al (2017) concluded that: "student learning in the arts is measurably deepened when students know what counts, receive feedback from their teachers, themselves, and each other, and have opportunities to revise" (p. 308).…”

Section: Using Formative Assessment and Rubrics To Assess Social-emotional Skillsmentioning

confidence: 99%

Formative Assessment of Social-Emotional Skills Using Rubrics: A Review of Knowns and Unknowns

et al. 2021

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Educational practitioners have been increasingly interested in the use of formative assessment and rubrics to develop social-emotional skills in children and adolescents. Although social-emotional rubrics are nowadays commonly used, a thorough evaluation of their psychometric properties has not been conducted. In this scoping review, we examine the knowns and unknowns of the use of formative assessment approaches and rubrics in social-emotional learning. We first review initiatives of formative assessment and development of rubrics to assess social-emotional skills. Then, we discuss challenges associated with the development and use of rubrics to evaluate social-emotional skills in youth focusing on 1) assessment of single skills versus assessment of a comprehensive taxonomy of skills; 2) developing rubrics’ performance level descriptions that accurately describe increasing mastery of skills; 3) obtaining adequate internal consistency and discriminant validity evidence; 4) self-reports versus observer reports of skills; and finally 5) how to account for adolescents’ development in the construction of rubrics. This review outlines a research agenda for the psychometric study of rubrics to be used in social-emotional skill assessment.

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Criteria-referenced formative assessment in the arts

Cited by 19 publications

References 20 publications

Does music soothe the soul? Evaluating the impact of a music education programme in Medellin, Colombia

Does music soothe the soul? Evaluating the impact of a music education programme in Medellin, Colombia

Transparency Isn't Spoon-Feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation

Formative Assessment of Social-Emotional Skills Using Rubrics: A Review of Knowns and Unknowns

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