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Table 152. Among public elementary school music specialists, visual arts specialists, and classroom teachers reporting the use of any formal assessments to determine student progress and achievement in the arts, percentage distribution and standard error for reporting the extent to which they used various types of assessments: School year 19992000
 
Type of assessment Not at all Small extent Moderate extent Great extent
Percent Standard error Percent Standard error Percent Standard error Percent Standard error
                 
Music specialist                
Observation 1! (0.3) 2! (0.6) 10 (1.6) 88 (1.8)
Selected-response assessments (i.e., multiple choice, matching) 25 (2.8) 30 (3.0) 33 (2.4) 12 (1.8)
Assessments requiring short written answers or essays 45 (2.7) 35 (3.2) 17 (2.3) 3 (0.7)
Performance tasks or projects 3! (1.0) 13 (2.1) 30 (2.8) 55 (2.9)
Portfolio collection of student work 66 (3.3) 19 (2.5) 9 (1.7) 6 (1.4)
Developed rubrics 54 (3.7) 25 (2.3) 15 (2.8) 6 (1.4)
Visual arts specialist                
Observation (†) 1! (0.4) 17 (2.2) 82 (2.2)
Selected-response assessments (i.e., multiple choice, matching) 53 (3.0) 31 (2.7) 13 (1.9) 4! (1.4)
Assessments requiring short written answers or essays 45 (3.1) 34 (3.0) 18 (2.6) 4! (1.4)
Performance tasks or projects 3! (1.2) 5 (1.6) 18 (3.0) 73 (3.3)
Portfolio collection of student work 22 (3.0) 19 (2.5) 24 (2.6) 35 (3.1)
Developed rubrics 35 (3.5) 27 (3.1) 25 (3.1) 14 (2.6)
Classroom teacher                
Observation 3! (1.2) 10 (2.5) 27 (3.6) 61 (4.4)
Selected-response assessments (i.e., multiple choice, matching) 61 (3.4) 23 (2.9) 13 (2.4) 3! (1.3)
Assessments requiring short written answers or essays 54 (3.6) 22 (3.0) 17 (3.0) 7 (1.9)
Performance tasks or projects 7 (1.9) 18 (2.6) 31 (2.9) 44 (3.3)
Portfolio collection of student work 24 (3.0) 23 (2.9) 26 (3.0) 28 (3.3)
Developed rubrics 43 (4.2) 24 (3.2) 20 (2.9) 13 (2.1)
† Not applicable.
! Interpret data with caution; the coefficient of variation is greater than or equal to 30 percent.
‡ Reporting standards not met.
NOTE: Percents are based on the percentage of teachers who used any formal assessment to determine student progress and achievement in the arts (91 percent of elementary music specialists, 87 percent of elementary visual arts specialists, and 45 percent of elementary classroom teachers). Detail may not sum to totals because of rounding. The data presented in this table may differ from previously published information because missing data from the 1999–2000 surveys were imputed for analysis in this report. Arts specialists are education professionals with a teaching certificate in an arts discipline—such as music, visual arts, dance, or drama/theatre—who provide separate instruction in that discipline. Classroom teachers are teachers of self-contained classrooms; these teachers could teach arts areas as separate subjects or incorporate arts areas into other subjects.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey of Elementary School Music Specialists,” FRSS 77M; “Survey of Elementary School Visual Arts Specialists,” FRSS 77V, and “Arts Survey of Elementary School Classroom Teachers,” FRSS 77C, 1999–2000.

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