Select a Program = = = = = = = = = = = = 1. What Is Art? - - - - - - - - - - - - 2. Responding to the Arts - - - - - - - - - - - - 3. Historical References in the Arts - - - - - - - - - - - - 4. Creating a Multi-Arts Performance Piece - - - - - - - - - - - - 5. Designing a Multi-Arts Curriculum Unit - - - - - - - - - - - - 6. The Role of Assessment in Curriculum Design - - - - - - - - - - - - 7. Three Schools, Three Approaches - - - - - - - - - - - - 8. Building on New Ideas

		Getting Ready (10 minutes) The following information will help you focus and organize your professional development session. Learning Objectives Write a performance task to use as an assessment tool. Align the performance task with a unit objective. Design a set of scoring guidelines, or rubric. Guiding Questions These are questions for your group to consider as you work through the session: How can assessments be used as curriculum planning tools? What is the difference between a performance task and a performance? How can you establish effective criteria for assessment in the arts? Materials and Resources Videotape or broadcast of Program 6 — The Role of Assessment in Curriculum Design Paper, pencils, and markers Written work, completed during the workshop session for Program 5, including constructed enduring ideas/understandings and essential questions Handout: Evaluating Performance Tasks Worksheet (with sample) (PDF) Handout: Performance Tasks Worksheet (with sample) (PDF) Handout: Performance Tasks Rubric Worksheet (with sample) (PDF) Reading: Criteria for Planning Multi-Arts Instruction (PDF) Opening Steps At the conclusion of Program 5, you were asked to consider how you would use the “backward design” process to develop your own curriculum unit. Discuss the difficulties and successes you might expect. Facilitator: Encourage participants to begin thinking about assessment by discussing these questions: How do we know students have learned what we taught? What is the difference between a formative assessment and a summative assessment? How are formative and summative assessments interrelated?

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