An Empirical Investigation of Criteria-Referenced Formative Assessment in the Arts: Year 2

• In Event: 52.085 - Poster Session 10
  In Poster Session: 52.085-3 - Classroom Assessment SIG Poster Session

Abstract

This study investigated the effects of criteria-referenced formative assessment on achievement in the arts. Data are from the second year of a formative assessment intervention. Sixty-seven schools were assigned to treatment and control conditions. The treatment involved 1,272 students in elementary, middle, and high school instructed by 32 music, art, theater, and dance specialists who were involved in a professional development program focused on formative assessment practices, particularly teacher feedback and peer and self-assessment. Standardized, performance-based, pre- and post-measures were used to evaluate student learning. Results from a propensity score analysis support the hypothesis that criteria-referenced formative assessment positively affects arts achievement. The average treatment effect on the treated was .13; varied effects were found by school level and discipline.

Authors

• Christopher Valle, University at Albany - SUNY

• Angela M. Lui, University at Albany/SUNY

• Fei Chen, University of North Carolina - Chapel Hill

• Heidi L. Andrade, University at Albany - SUNY

• Hirah Mir, University at Albany - SUNY

• Kara Hogan, University at Albany - SUNY