Authentic Assessment of Student Learning in a Community Arts Education Partnership.

Abstract

A frequently stated goal of symphony orchestra education programs is to enhance the attainment of concepts associated with the elementary general music curriculum. However, there is little evidence to base any presumption of student learning as the result of participation in the majority of such programs. A notable exception is the assessment component of the Arts in Community Education (ACE) Partnership initiated in 1991 by the Milwaukee (WI) Symphony Orchestra. ACE has been described as unique in its definition of anticipated outcomes of student learning, of a qualitative rubric for assessment and the use of assessment for feeding information back for program improvement and development (Myers, 1996, p. 24). The purpose of this study was to address two interrelated questions: First, what factors contributed to shaping assessment protocol into the current qualitative format? Second, what insights into student learning have emerged due to using this method of assessment? Among the salient findings identified were the gradual emergence and refinement of rubric scoring guides over a 5-year period and preferred venues of communicating assessment results to teachers. Regarding impact on student learning, varying levels of attainment were noted in each of the Four Dimensions of Learning Outcomes.

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