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MarylandFine Arts Education Instructional Tool Kit
All Fine Arts Content Areas Dance Music Theatre Visual Arts
 
Maryland Fine Arts Education
Developing Fine Arts Assessments
Integrating Fine Arts Across the Curriculum
Assessment Outcomes and Implications

Types of Assessments

Long-term Tasks

This section provides information about formats that may be used in long-term tasks. It provides examples of possible task formats, describes the benefits and drawbacks of each, and provides guidelines to follow when constructing each format.

Long-term tasks require the making of a product or performance created over an extended duration of time.   These tasks are appropriate when evidence of proficiency is not possible to obtain within specific temporal constraints.   In long-term tasks, evidence is not limited to a single response, but is examined in a richer context.    Multiple and varied tasks are considered that may include the provision of supporting materials such as process logs, draft stage work, evidence of planning, rehearsal or modeling, revision, collaboration, actual production or performance, and review.

Benefits:

  • Are usually authentic, mirroring a wide array of skills and processes engaged in by practitioners of the various arts disciplines
  • Allow for greatest flexibility and freedom from constraints of time and work space
  • Support use of a wide variety of human and text resources (both traditional and electronic)
  • Permit high degree of student "ownership" and independence

Drawbacks:

  • Less suitable for students who require a substantive degree of support and scaffolding of assignments and for those who do not work well independently
  • Require considerable time, ranging from days to weeks and months
  • May create various challenges in terms of management and logistics (e.g., storage of products, access to research tools, access to recording resources)

Guidelines:

  • Adapt long-term performance task model to meet instructional goals and circumstances, in terms of time, space, and available resources
  • Develop student instructions that provide appropriate degree of support/scaffolding and opportunities for review and revision
  • Ensure that activities are framed to create not just the opportunity, but one or more occasions in which the intended content standards/objectives to be assessed will be addressed
  • Wherever possible, engage real audience and/or professional, external review; this may involve arranging for an outside individual or panel of portfolio reviewers, having students present their work in gallery or concert/performance venue (school or community-based), or encouraging/requiring them to submit their work as part of a competition or contest

 

Long-term Task Formats

Long-term task formats include the creation of a:

Product (e.g., set of drawings, series of paintings, audiotapes, videotapes)

Performance (e.g., oral presentation, dance, recital, enactment)

Extended constructed response (e.g., script, essay, score)

Curriculum unit

Portfolio assessment (e.g., assemblage of artifacts and texts)

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