Disciplines within the arts have a long history of conducting formative and summative assessments through audition, critique, jury, collaborative performance, thesis exhibitions, and other forms of review. When reticence to engage in assessment exists among faculty, it is typically less a reaction to conducting assessment and more a resistance to representing qualitative results in numeric form, as well as to moving from individual, personalized assessment toward summarizing aggregated results. The assessment movement, in part, has been an effort to address an over-reliance on course grades as the primary means of assessment. In this sense, arts disciplines are ahead of the curve, but they must reposition themselves within the current accountability-intensive environment in order to demonstrate student success within their own frame of reference.
Please join us for our second annual meeting on assessment in the arts to discuss this and other topics. The meeting is open to all interested parties, but please RSVP so that preparations can be made. A detailed agenda will be provided prior to the start of the conference.