MY THOUHGTS ON ASSESSMENT IN THE FINE ARTS

Before I give my thoughts about assessment in the Fine Arts, I will like to quote some definitions, descriptions and classification of assessment to guide me in this discussion. Learning is the focus and ultimate goal of the learner-centered paradigm. Because of this, assessment plays a key role in shifting to a learner-centered approach. When we assess our students’ learning, we force the questions, “What have our students learned and how well have they learned it?” How successful have we been at what we are trying to accomplish? (Huba & Freed, 2000)

I will therefore agree with the definition that Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences: the process culminates when assessment results are used to improve subsequent learning. (Weimer, 2002)

Assessments can be classified in many different ways. The most important distinctions are: (1) formative and summative; (2) objective and subjective; (3) referencing (criterion-referenced, norm-referenced, and ipsative); and (4) informal and formal.Formative and summative
There are two main types of assessment: Summative assessment - Summative assessment is generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade. Formative assessment - Formative assessment is generally carried out throughout a course or project. Formative assessment, also referred to as educative assessment, is used to aid learning. In an educational setting, formative assessment might be a teacher (or peer) or the learner, providing feedback on a student's work, and would not necessarily be used for grading purposes. Summative and formative assessments are referred to in a learning context as "assessment of learning” and "assessment for learning” respectively.A common form of formative assessment is diagnostic assessment. Diagnostic assessment measures a student's current knowledge and skills for the purpose of identifying a suitable program of learning. Self-assessment is a form of diagnostic assessment which involves students assessing themselves. Forward-looking assessment asks those being assessed to consider themselves in hypothetical future situations. Assessments can also be done on pieces of legislation.Performance-based assessment is similar to summative assessment, as it focuses on achievement. It is often aligned with the standards-based education reform and outcomes-based education movement. Though ideally they are significantly different from a traditional multiple choice test, they are most commonly associated with standards-based assessment which uses free-form responses to standard questions scored by human scorers on a standards-based scale, meeting, falling below, or exceeding a performance standard rather than being ranked on a curve.A well-defined task is identified and students are asked to create, produce, or do something, often in settings that involve real-world application of knowledge and skills. Proficiency is demonstrated by providing an extended response. Performance formats are further differentiated into products and performances. The performance may result in a product, such as a painting, portfolio, paper, or exhibition, or it may consist of a performance, such as a speech, athletic skill, musical recital, or reading.( Stephen Brennan)

Concerns over how best to apply assessment practices across public school systems have largely focused on questions about the use of high stakes testing and standardized tests, often used to gauge student progress, teacher quality, and school-, district-, or state-wide educational success.
For most researchers and practitioners, the question is not whether tests should be administered at all--there is a general consensus that, when administered in useful ways, tests can offer useful information about student progress and curriculum implementation, as well as offering formative uses for learners. The real issue, then, is whether testing practices as currently implemented can provide these services for educators and students.
In the U.S., the No Child Left Behind Act mandates standardized testing nationwide. These tests align with state curriculum and link teacher, student, district, and state accountability to the results of these tests. Proponents of NCLB argue that it offers a tangible method of gauging educational success, holding teachers and schools accountable for failing scores, and closing the achievement gap across class and ethnicity
Opponents of standardized testing dispute these claims, arguing that holding educators accountable for test results leads to the practice of "teaching to the test." Of which the fine arts should not be subjected to. Additionally, many argue that the focus on standardized testing encourages teachers to equip students with a narrow set of skills that enhance test performance without actually fostering a deeper understanding of subject matter and in this case creativity and imagination in the Fins Arts or key principles within a knowledge domain.
In this 21 st century it has been widely noted that with the emergence of social media and Web 2.0 technologies and mindsets, learning is increasingly collaborative and knowledge increasingly distributed across many members of a learning community. Traditional assessment practices, however, focus in large part on the individual and fail to account for knowledge-building and learning in context. As researchers in the field of assessment consider the cultural shifts ( A whole New Mind) that arise from the emergence of a more participatory culture, ( Symphony) they will need to find new methods of applying assessments to learners.

Until then I will say that the fine Arts should conform to what we have now in the system as it applies to other subjects areas,that is state standardize test in the Fine Arts so that the public perception about Fine Arts as a non academic subject although the NCLB says it is a core subject will be minimized if not eliminated. This I hope will also let students, faculty and society see the Fine Arts as equally important as any other subject.