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Arts Integration

Michigan schools considering a fully integrated and aligned fine arts curriculum now have a new resource at their disposal. School leaders at Concord Academy Petoskey are assisting other Michigan charter schools in the alignment and mapping of fully integrated fine arts curricula, development of a high-quality, comprehensive Internet resource, and implementation of professional development programs for new and aspiring teachers.

Performance Assessments


These performance assessments were written as part of a complete assessment system for Concord Acdemy.  the other components of this assessment system are teacher-made tests, Iowa Tests of Basic Skills, student portfolios, and the required Michigan Educational Assessment Program (MEAP) tests.  Each component serves a different purpose; and, taken altogether, this assessment system provides a comprehensive look at how the students are doing, how the students are doing, how the teachers are doing, and how the school is doing.  It provides feedback for teachers and administrators that assures that curriculum objectives are being met.

Performance assessments provide a different view of student learning.  You may think of them as hands-on projects that show synthesis of skills and knowledge.  they provide students with a different way to show what they know besides paper and pencil tests.  These performance assessments acknowledge and utilize seven different learning styles, show the integration of the different subject areas with each other, and provide the opportunity for higher-order thinking skills.  By providing students with the grading criteria before the project starts, we help students learn to assess their own work.

These 22 performance assessments cover 126 learning objectives from Concord Academy's Instructional Plan for grades Kindergarten through eighth.  Not all of the learning objectives are covered by performance assessments.  Some are better measured by one of the other components of the assessment system.  All curriculum areas are included in both group and individual projects.  Each assessment includes the following:

  • Title
  • Grade level and method (group or individual)
  • Detailed description of the asessment, including end-product, procedures to follow, and time-frame
  • Grading criteria
  • Outcomes assessed

The following outcomes are covered by more than one assessment.  The beginning leters refer to the curriculum area and level indicated in the Instructional Plan.  (LAWJ, for instance, refers to Language Arts-Writing-Junior.)

LAWE 5:  The student wil write for a  variety of purposes, such as sharing information, telling personal experiences, and persuading others of a point of view.

LAWE 6:  The student will write in a variety of forms, such as letters, poems, reports, stories, plays, and responses to literature.

LAWJ 8:  The student will write for a variety of purposes and in a variety of forms, such as to entertain, inform, persuade, and respond to literature.

LASE 1:  The student will identify various purposes for oral communication.

FAVA 3:  The student will identify several purposes for art work.

FAVA 6:  The student will create art work using a variety of media such as painting, drawing, print making, mixed media and fibers, ceramics, sculpture, computers and electronic media.

FADA 4:  The student will participate in many forms of dance:  crative movement, modern, classical ballet, folk, pantomime, African/ethnic, jazz, tap.

FADA 9:  The student will recognize the relationship of dance to the other arts, particularly music, visual arts, drama, and language arts.

These performance assessments are designed to assist teachers by reflecting the way the curriculum is already presented and not adding yet another "testing day".  These assessments may be used as actual lesson plans to coincide with the topics being taught.  Within the general level assigned, teachers should determine the best grade level or group of students to which to administer the assessments.  Prior practice ona smiliar activity is encouraged to help develop skills necessary.  Teachers may also use the general formats to design other tasks using different content.  When performance assessments are to be graded, teachers will create rubrics or point scoring systems based on the given grading criteria.


Michigan Department of Education