Evaluation

Evaluation includes teacher reflection, program evaluation, curriculum evaluation and student assessment and evaluation. All of these have the same general goal. They are intended to enhance learning and to foster further student growth in the objectives of the Arts Education program. Evaluation in Arts Education is undertaken for the same reasons as in other school subjects: to recognize progress and identify areas that need further learning. Educators may refer to Saskatchewan Education's Student Evaluation: A Teacher Handbook, 1991 and Curriculum Evaluation in Saskatchewan (revised, 1994), for support in these areas.

Teacher Reflection

An important aspect of good teaching practice is that of teacher reflection. There are two levels of teacher self-evaluation: self-reflection on day-to-day classroom instruction and reflection that is done through peer coaching. In the Arts Education program teachers should assess their strengths and identify areas for improvement. They can ask themselves the following questions:

• To what extent am I familiar with the actual curriculum guide, its philosophy, foundational objectives, activities and instructional approaches? (This is what is meant by the intended curriculum.)
• To what extent do the actual experiences that I provide (the taught curriculum) match the intended curriculum?
• How am I structuring my observations of students to ensure that foundational objectives are being met?
• What changes could be made to my system of observing and record-keeping to provide accurate and complete information to students and parents?
• To what extent have I adjusted my instruction when dealing with weak areas in the actual curriculum?
• To what extent is student learning being fostered as a result of the experiences I provide?
• How have I adapted this curriculum to meet individual needs?
• How have I incorporated opportunities for independent exploration and learning?
• To what extent do I understand the relationships between the Common Essential Learnings and the Arts Education curriculum?
• Am I attending to the Common Essential Learnings in my lesson planning process?

It is important for teachers, as professionals, to engage in reflection. Teachers should take stock of their professional capabilities, set improvement targets and participate in professional development activities. Teachers can address their professional growth by reflecting on their arts programs and their own teaching practice; reading professional documents (for example, articles, journals and books); attending workshops, professional conferences and courses; and developing networks with other professionals in their field.

During peer coaching sessions, criteria for assessment of the lesson or series of lessons should focus upon the intended curriculum and its objectives, recommended content, types of activities and instructional methods. Questions to be asked could include the following:

• What were the foundational objectives for this unit?
• What were the objectives for this lesson?
• What activities were planned to meet the objectives?
• How well do these objectives and activities reflect the philosophy and content of the Arts Education curriculum?
• To what extent does the teacher's instruction encourage enthusiasm about the arts program and the lesson?
• To what extent does the teacher's instruction involve students in creating and reflecting upon content and processes of the program?
• To what extent were objectives achieved?

When reflecting on the types of support available for the Arts Education program, teachers could ask the following questions:

• In what ways can I further my professional development in the arts?
• Am I an advocate for the Arts Education program?
• Are sufficient resources available to teach the program as intended?
• Has an in-school or school system network been established to support delivery of this program through idea exchanges and peer coaching?
• Have I taken steps to make parents aware of the program and its objectives?
• In what ways am I utilizing community and educational resources such as guest artists and other resource people, special subject councils, universities, museums and other arts organizations?

In order to meet the needs of all students more appropriately and to provide the kinds of support necessary to help teachers achieve the objectives of the Arts Education curriculum, evaluation of the Arts Education program is also essential. Program evaluation is a systematic process of gathering and analysing information about some aspect of a school program in order to make a decision or communicate to others involved in the decision-making process. Program evaluation can be conducted at two levels: relatively informally at the classroom level or more formally at the classroom, school or school division levels.

At the classroom level, program evaluation is used to determine whether the program being presented to the students is meeting both their needs and the objectives prescribed by the province. Program evaluation is not necessarily conducted at the end of the program, but is an ongoing process. For example, if particular lessons appear to be poorly received by students, or if they do not seem to demonstrate the intended learnings for a unit of study, the problem should be investigated and changes made. By evaluating their programs at the classroom level, teachers become reflective practitioners. The information gathered through program evaluation can assist teachers in program planning and in making decisions for improvement. Most program evaluations at the classroom level are relatively informal, but they should be done systematically. Such evaluations should include identification of the area of concern, collection and analysis of information and judgment or decision- making.

Formal program evaluation projects use a step-by-step problem- solving approach to identify the purpose of the evaluation, draft a proposal, collect and analyse information, and report the evaluation results. The initiative to conduct a formal program evaluation may originate from an individual teacher, a group of teachers, the principal, a staff committee, an entire staff or central office. Evaluations are usually done by a team so that a variety of skills is available and the work can be distributed. Formal program evaluations should be undertaken regularly to ensure programs are current.

To support formal school-based program evaluation activities, Saskatchewan Education has developed the Saskatchewan School- Based Program Evaluation Resource Book (1989) to be used in conjunction with an inservice package. Further information on these support services is available from the Assessment and Evaluation Unit, Saskatchewan Education, Training and Employment.

Curriculum Evaluation

As new curricula are developed and implemented in Saskatchewan there will be a need to know whether these new curricula are being effectively implemented and whether they are meeting the needs of students. Curriculum evaluation at the provincial level involves making judgments about the effectiveness of provincially authorized curricula.

Curriculum evaluation involves gathering information (the assessment phase) and making judgments or decisions based on the information collected (the evaluation phase), to determine how well the curriculum is performing. The principal purpose for curriculum evaluation is to provide information that will be used to improve the curriculum. Such improvements might involve changes to the curriculum document and the provision of resources or inservice to teachers.

All provincial curricula will be included within the scope of curriculum evaluation. Evaluations will be conducted during the implementation phase for new curricula, and regularly on a rotating basis thereafter. Curriculum evaluation is described in greater detail in the document Curriculum Evaluation in Saskatchewan (Saskatchewan Education, 1990).