Keynote presentation from Mario Rossero at the Illinois Art Education's 2012 Fall Conference.

1. Chicago Public Schools Department of Arts Education
Mario Rossero, Director
IAEA Presentation: Assessment and Evaluation in the Visual Arts
November 3, 2012

2. Assessment and Telling the True Story of Arts Learning
Agenda
• Welcome & Introduction
• Context:
• 1-Strategy: The CPS Arts Education Plan
• 2-Educational Shifts: Assessment and Teacher Evaluation
• 3-Advocacy: Better informing decision-makers and stakeholders
• Inquiry Question:
• Given the changing context of arts education, how can we collect
data on arts learning and arts outcomes in the most relevant and
elegant way in order to activate positive change, sustain and grow
arts programming, and gain greater understanding and buy-in
from all stakeholders?
• Questions and Closing.

3. Strategy: The CPS Arts Education Plan
Part 1

4. Chicago Cultural Plan Recommendations

5. Every student, every art form, every grade, every school
CPS Arts Education Plan Goals
Create district-level policies that support the arts in every child’s PreK-12
District Arts Policy education experience and create conditions throughout the district that
utilize the arts to support student success
Arts Curriculum, Ensure district arts curriculum, instruction, and assessment is consistent,
Instruction, and supports arts learning pathways from PreK-12 and utilizes both direct arts
Assessment instruction and arts integration strategies
Provides relevant professional development for all stakeholders to build
Capacity Building their capacity for improving student learning in and through the arts;
develop strategies to address the district’s challenges to arts education.
Facilitate and support strategic partnerships and collaborations in the arts, built
Partnership upon quality indicators, to enhance student learning at all levels and celebrate
and honor student voice, culture, and traditions.
Build sustainable system infrastructure to track, analyze, and disseminate
Data-Driven Decisions
standardized data on arts instruction and programming.
Ensure adequate and sustainable Arts Education funding is equitably distributed
across the district and additional funds are available to support arts innovation
and school action plans

6. Goal 5: Data-Driven Decisions
This does not
necessarily
mean a
standardized
test in the arts

7. 5E-Create an assessment system that qualitatively and quantitatively captures,
measures, and communicates arts learning outcomes that recognizes the uniqueness
of art and student learning.
How would you create an assessment system that best
tells the story of arts learning for the following
audiences (whether for one classroom, one school,
or a system of schools):
• Students?
• Parents?
• Principals?
• Board of Ed?
• Community at large?
• Funders?

8. Educational Shifts: Assessment and Teacher
Evaluation
Part 2

9. Case Study:
-How would you assess student learning in this project? Formatively & Summatively?
-How would you communicate this in understandable terms to your principal?

10. Assessment and Teacher Effectiveness
IL: The Performance Evaluation Reform Act (PERA) (Senate Bill 315; Public
Act 96-0861) was passed by the Illinois General Assembly and signed by the
Governor in January 2010. In summary, PERA requires, among other things, that:
•Upon the implementation date applicable to a school district or other covered
entity, performance evaluations of the principals/assistant principals and teachers
of that school district or other covered entity must include data and indicators
of student growth as a “significant factor”.
•By September 1, 2012, principals, assistant principals, teachers in contractual
continued service (i.e., tenured teachers) and probationary teachers (i.e.,
nontenured teachers) be evaluated using a four rating category system
(Excellent, Proficient, Needs Improvement, and Unsatisfactory).
•Anyone undertaking an evaluation after September 1, 2012 must first complete a
pre-qualification program provided or approved by the Illinois State Board of
Education (ISBE).

11. CPS REACH: Framework for Teaching
Multiple Measures

12. Danielson Domains and the Arts
Domain 1: Planning and Preparation
Make the most of:
Choosing appropriate standards:
o Illinois State Standards in the Arts
o National Standards in the Arts
o Chicago Guide for Teaching and Learning in the Arts
o New Core Arts Standards (projected release in early 2013)
o Linkages to CCSS Literacy and Math
Arts unit planning templates
Appropriate arts-related texts and works of art
Rubrics and formative assessments in addition to summative
assessments

13. Danielson Domains and the Arts
Domain 2: The Classroom Environment
Make the most of:
Teacher created routines and procedures for students through
the use of charts, logs, records and checklists
Posted student guidelines, activity logs, boards, routines and
procedures
Group analysis, revision, and critique though the support of a safe
environment for students
Show posters, artwork, graphic organizers and discipline-based
visuals

14. Danielson Domains and the Arts
Domain 3: Instruction
Make the most of:
Student word walls
Posting of outcomes
Student work
Student-to-student questioning and discussion embedded in
instruction
Standards based instruction guided by planning
Individual and group work by defining clear roles and
responsibilities for students
Student journals and self-assessment tools
Flexibility in and revision of instruction to best support student
learning
Student input

15. Danielson Domains and the Arts
Domain 4: Professional Responsibilities
Make the most of:
Post-unit reflections
Professional development learning and attendance through
keeping consistent records
Communication with families about arts-related activates and
events and in multiple languages
Parent volunteers
Teacher’s artistic practice outside of the classroom and
implications for teaching practice
Attendance at arts events (performances, museum visits,
concerts, etc.) and implications for teaching practice
Arts related data

16. Advocacy: Better Informing Decision-Makers
and Stakeholders
Part 3

17. Advocacy: How to Better Informing Decision-Makers
Investments and Outcomes
• Inquiry Question:
• Given the changing
context of arts
education, how can we
collect data on arts
learning and arts
outcomes in the most
relevant and elegant
way in order to activate
positive change,
sustain and grow arts
programming, and gain
greater understanding
and buy-in from all
stakeholders?

18. Advocacy: How to Better Informing Decision-Makers
Investments and Outcomes
• Inquiry Question:
• Given the changing context of arts education, how
can we collect data on arts learning and arts
outcomes in the most relevant and elegant way in
order to activate positive change, sustain and grow
arts programming, and gain greater understanding
and buy-in from all stakeholders?
Reach Implementation Effectiveness
-program growth, student -pre/post, process -assessing st growth at
#s -conversations with multiple levels, over time
-program retention students (student voice) -class critique
-college/career -differentiation -engagement
-frequency and rotation -develop self-assess, -reflection and struggle
for continuity strengths and growth over time
- areas, goal setting -self-assess, strengths and
-critique growth areas, goal setting
-critique
-electronic portfolios
(over time)

19. Questions & Answers

20. Contact Information
MARIO ROSSERO 773.553.1306
MRROSSERO@CPS.EDU
WWW.CPSARTS.ORG
WWW.CPSARTSPLAN2012.COM
WWW.CHICAGOCULTURALPLAN2012.COM