Abstract
Teacher assessment is a hot topic in today’s high-stakes, test-drive, accountability-focused educational environment. My recent research addresses how high school art educators, under the umbrella of non-tested subjects and grades (NTSG), are assess in their classroom teaching practices in the United States, Virginia. Based on my findings, it is clear that while the teachers surveyed do not fear accountability, they are wary of being evaluated by those who lack content knowledge in the arts, by methods that are subjective, and with criteria that are inflexible. This article addresses the need to develop open forums that include educators’ voices in order to create better teacher assessments that focus on student learning achievement in authentic and holistic ways. By learning about and sharing resources regarding how teachers in NTSG are evaluated suggestions are made to organize resources that may help develop more authentic assessments for art teachers focusing on meaningful student learning and achievement.
Rights
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