Customize Handbook | National Core Arts Standards The arts have always served as the distinctive vehicle for discovering who we are. Providing ways of thinking as disciplined as science or math and as disparate as philosophy or literature, the arts are used by and have shaped every culture and individual on earth. They continue to infuse our lives on nearly all levels—generating a significant part of the creative and intellectual capital that drives our economy. The arts inform our lives with meaning every time we experience the joy of a well-remembered song, experience the flash of inspiration that comes with immersing ourselves in an artist’s sculpture, enjoying a sublime dance, learning from an exciting animation, or being moved by a captivating play. The central purposes of education standards are to identify the learning that we want for all of our students and to drive improvement in the system that delivers that learning. Inclusion Guidelines
Collective Insight Brandeis April 2014 Librarians find themselves in an ever-shifting landscape where tight budgets, increased electronic material purchasing, and ever-expanding user expectations influence the use and the perceived value of the library. Central to a library’s success will be the ability to present compelling evidence, backed by data to demonstrate the library’s contribution to their institution’s mission and goals. A key component to determining and expressing the value of the library is increasingly being drawn from a successful assessment program. This event—co-hosted by the Boston Library Consortium and OCLC—helped to define the practice of assessment, explored what drives a successful assessment program, and identified practical tools and techniques that can be tailored to use in reaching the specific assessment goals of your library. View the Agenda. View the chat archive from the webcast.
Core-Music-Standards-EUs-EQs-Definitions.pdf eBlooms - A taxonomy for E-Learning design As the field of instructional design continues to grow and encompass online course development, speed of development can sometimes overshadow proven processes. Scanning the field of available tools can provide much by way of technology and software, but little in terms of theory and practice. How can instructional designers better design online learning? Is there a quick way to align objectives with content and activities? TEEX uses proven methods such as ADDIE and Bloom's Taxonomy to create E-Learning in a systematic manner. The attached White paper describes TEEX's methodology in more detail. Note: You have to be logged in to download the white paper.
Standards The National Coalition for Core Arts Standards (NCCAS) is seeking educators interested in serving on a team that will benchmark student work generated by the 2015 Model Cornerstone Assessment Pilot Project. Applications, including a résumé or CV, (three page limit) highlighting experience in arts assessment will be accepted through Friday, April 24, 2015, at Members of the National Core Arts Standards or MCA writing team members are not eligible to apply. The Core Music Standards are all about Music Literacy. Creating,Performing, andResponding. These are the processes that musicians have followed for generations, even as they connect through music to their selves and their societies. Students need to have experience in creating, to be successful musicians and to be successful 21st century citizens. Students need to perform – as singers, as instrumentalists, and in their lives and careers. More Information… Additional Resources, Copyright, and Credits
Bloom’s Taxonomy and iPad Apps LearningToday shares with everyone two beautiful posters, that help us remember Bloom’s Taxonomy: the Blooming Butterfly and the Blooming Orange. How do we connect the Bloom’s Taxonomy with the iPad? Following inDave Mileham and Kelly Tenkeley’s footsteps of assigning iPad apps to the different levels of the Bloom’s Taxonomy, I created the following table with apps that I have tested out and am recommending. (Click to see a larger version of the image) In order to make the cut, the app had to fulfill the criteria (from Wikipedia and according to the Blooming Orange’s verbs) set out for each level. I want to encourage/challenge you, to take a look at the iPad apps on YOUR iPad and to categorize these apps with the different thinking levels and THEN take the next step to SHARE your list with other educators. Remember: Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts and answers. describenamefindnamelisttell Suggested apps: Suggested Apps: Suggested Apps
Ohio Fine Arts Model Curriculum The K-12 Fine Arts Model Curriculum lines up with and expands on Ohio’s Fine Arts Learning Standards for dance, drama/theatre, music and visual art. The Model Curriculum along with the standards is intended to guide arts educators and school districts as they design instructional lessons and local courses of study. The 16 links that follow provide access to the curriculum model by arts discipline and grade cluster. To view and access a document: Select your arts discipline—dance, drama/theatre, music or visual art—along with the grade cluster of interest—K-2; 3-5; 6-8; and HS (High School). Open the document and note it starts with the standards for your selected arts area and grade levels; View the model curriculum by standard--hold your curser over a standard blue code link (E.g. 1PE, 2PR) and click to open the related model curriculum page; or, Open your selected document and scroll to view all the model curriculum pages for the arts discipline and grade levels.
Rubrics for Assessment Learn more about our Online Courses, Online Certificate Programs, and Graduate Degree A collection of rubrics for assessing portfolios, group work/cooperative learning, concept map, research process/ report, PowerPoint, oral presentation, web page, blog, wiki, and other social media projects. Quick Links to Rubrics Social Media Project Rubrics Wiki RubricCriteria for assessing individual and group Wiki contributions. Blog RubricAssess individual blog entries, including comments on peers' blogs. Twitter RubricAssess learning during social networking instructional assignments. Discussion, Teamwork, and Group Work Rubrics Online Discussion Board RubricAssessing ability to share perspectives, refine thoughts through the writing process, and participate in meaningful discussionPrimary Grade Self-Evaluation Teamwork Rubric (PDF)Features of a sandwich to graphically show the criteria PowerPoint and Podcast Rubrics A+ PowerPoint Rubric Joan Vandervelde's rubric provides 10 performance categories
McTighe-handout-Common Core and Understanding by Design Maine Learning Technology Initiative » Nov. 17 Webinar – Assessment 1: What Do They Really Know and What Can They Really Do? Home > Assessment > Nov. 17 Webinar – Assessment 1: What Do They Really Know and What Can They Really Do? CC BY 2.0 ccarlstead When we think of assessment, often the first thing that comes to mind is a high-stakes test. Although the MEAs, the NECAPs, and the SATs play a part in determining how our students are doing, a balanced assessment plan has many other components. Effective teachers ask themselves, “What do they really know and what can they really do?” as they question, observe, and conference with students about their work every day. This week’s webinar is the first of two sessions in which we will explore summative and formative assessments and the role they play in a balanced assessment plan. Please join us this Thursday at 3:15 pm. or 7:15 pm.
Arts and the Common Core OIR - Assessment: Classroom Assessment Techniques (CATs) and Informal Student Feedback Introduction CATs and other informal student feedback techniques are formative assessment methods that help an instructor monitor learning throughout the semester. They answer questions such as "Was my teaching effective?" or "What is still confusing students?" General Resources “Classroom Assessment Techniques (CATs)” by Lee Haugen (Iowa State University). This concise introduction to CATs describes their characteristics and benefits for both teachers and students, then presents a chart of numerous CATs with directions, uses, and time needs. "Do You Know Where Your Students Are? Sample Classroom Assessment Techniques (Indiana University-Bloomington, Campus Instructional Consulting).Descriptions of eight commonly used CATs, including what to do with the data for each. Back to top