Elementary-Level Drama Teachers' Experiences With Assessment: A Phenomenological Investigation

• In Event: Marriott Roundtable Session 18
  In Roundtable Session: Arts Education, Assessment, and Professional Development

Abstract

This study is a phenomenological exploration of teachers' conceptualizations and practices regarding assessment in elementary-level drama education. Through analysis of interviews with fourteen drama educators, it describes how elementary drama teachers conceptualize assessment in theory and practice. Specifically, it discusses teachers' explicit definitions of assessment; the content matter they assess (and do not assess); their expectations for student performance; and the scaffolded, iterative, and formative nature of much assessment practice. The study suggests specific policy reforms at the state, district, and school levels related to ensuring appropriate assessment measures are implemented and supported; promoting teacher agency in assessment development; and increasing student access to quality drama education at the elementary level.

Authors

• Matt Omasta, Utah State University

• Mary McAvoy, Arizona State University

• Beth Murray, University of North Carolina - Charlotte

• Drew Chappell, Chapman University