Assessment in elementary-level drama education: Teachers’ conceptualizations and practices

Q1 Arts and Humanities

Arts Education Policy Review Pub Date : 2021-08-16 DOI:10.1080/10632913.2020.1746710

Matt Omasta, Beth Murray, M. McAvoy, Drew Chappell

引用次数: 2

Abstract

Abstract This study is a phenomenological exploration of assessment practices 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 recommends 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.

查看原文本刊更多论文

小学戏剧教育中的评价:教师的概念与实践

摘要本研究是对小学戏剧教育评估实践的现象学探索。通过对14位戏剧教育工作者的访谈分析，描述了小学戏剧教师如何在理论和实践中概念化评估。具体而言，讨论了教师对评估的明确定义;他们评估(或不评估)的内容;他们对学生表现的期望;以及许多评估实践的脚手架式、迭代式和形成性。该研究建议在州、地区和学校层面进行具体的政策改革，以确保适当的评估措施得到实施和支持;促进教师在评价发展中的中介作用;增加学生在小学阶段接受高质量戏剧教育的机会。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Arts Education Policy Review Arts and Humanities-Visual Arts and Performing Arts

CiteScore

2.90

自引率

0.00%

发文量

期刊介绍： Arts Education Policy Review ( AEPR) presents discussion of major policy issues in arts education in the United States and throughout the world. Addressing education in music, visual arts, theatre, and dance, the journal presents a variety of views and emphasizes critical analysis. Its goal is to produce the most comprehensive and rigorous exchange of ideas available on arts education policy. Policy examinations from multiple viewpoints are a valuable resource not only for arts educators, but also for administrators, policy analysts, advocacy groups, parents, and audiences—all those involved in the arts and concerned about their role in education. AEPR focuses on analyses and recommendations focused on policy. The goal of any article should not be description or celebration (although reports of successful programs could be part of an article). Any article focused on a program (or programs) should address why something works or does not work, how it works, how it could work better, and most important, what various policy stakeholders (from teachers to legislators) can do about it. AEPR does not promote individuals, institutions, methods, or products. It does not aim to repeat commonplace ideas. Editors want articles that show originality, probe deeply, and take discussion beyond common wisdom and familiar rhetoric. Articles that merely restate the importance of arts education, call attention to the existence of issues long since addressed, or repeat standard solutions will not be accepted.