| Table 64. | Among public elementary school music specialists, visual arts specialists, and classroom teachers who reported the use of any formal assessments to determine student progress and achievement in the arts, percentage distribution and standard error reporting the extent to which they used various types of assessments: School year 2009–10 |
| 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 | # | (†) | ‡ | (†) | 8 | (1.1) | 91 | (1.2) |
| Selected-response assessments (i.e., multiple choice, matching) | 25 | (1.7) | 37 | (2.1) | 28 | (1.4) | 10 | (1.0) |
| Assessments requiring short written answers or essays | 44 | (1.9) | 37 | (1.7) | 14 | (1.1) | 5 | (0.9) |
| Performance tasks or projects | 3 | (0.6) | 7 | (0.9) | 25 | (1.4) | 65 | (1.5) |
| Portfolio collection of student work | 64 | (1.6) | 23 | (1.3) | 9 | (0.9) | 4 | (0.7) |
| Developed rubrics | 27 | (1.5) | 27 | (1.7) | 27 | (1.7) | 19 | (1.4) |
| Other | 92 | (0.9) | 1! | (0.3) | 4 | (0.6) | 4 | (0.6) |
| Visual arts specialist | ||||||||
| Observation | (†) | (†) | 2 | (0.5) | 14 | (1.4) | 84 | (1.4) |
| Selected-response assessments (i.e., multiple choice, matching) | 45 | (1.8) | 36 | (1.8) | 15 | (1.2) | 4 | (0.5) |
| Assessments requiring short written answers or essays | 39 | (1.7) | 39 | (1.8) | 16 | (1.4) | 5 | (0.9) |
| Performance tasks or projects | 3 | (0.8) | 4 | (0.8) | 16 | (1.4) | 77 | (1.8) |
| Portfolio collection of student work | 21 | (1.3) | 23 | (2.1) | 23 | (1.8) | 33 | (1.9) |
| Developed rubrics | 16 | (1.3) | 29 | (1.9) | 28 | (1.7) | 27 | (1.8) |
| Other | 89 | (1.1) | 1! | (0.4) | 4 | (0.6) | 6 | (0.9) |
| Classroom teacher | ||||||||
| Observation | 4! | (1.2) | 19 | (2.6) | 28 | (2.8) | 49 | (3.1) |
| Selected-response assessments (i.e., multiple choice, matching) | 51 | (3.1) | 19 | (2.6) | 13 | (2.3) | 17 | (2.4) |
| Assessments requiring short written answers or essays | 49 | (3.2) | 19 | (2.2) | 21 | (2.4) | 11 | (2.1) |
| Performance tasks or projects | 11 | (2.1) | 24 | (2.8) | 38 | (3.0) | 28 | (2.7) |
| Portfolio collection of student work | 31 | (3.0) | 28 | (2.2) | 24 | (2.8) | 17 | (2.3) |
| Developed rubrics | 37 | (2.6) | 24 | (2.5) | 26 | (2.7) | 13 | (2.1) |
| Other | 98 | (0.8) | ‡ | (†) | ‡ | (†) | 1! | (0.7) |
| † Not applicable. | ||||||||
| # Rounds to zero. | ||||||||
| ! 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 assessments to determine student progress and achievement in the arts (95 percent of elementary music specialists, 93 percent of elementary visual arts specialists, and 60 percent of elementary classroom teachers). Detail may not sum to totals because of rounding. 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 102M, 2009–10; “Survey of Elementary School Visual Arts Specialists,” FRSS 102VA, 2009–10; and “Arts Survey of Elementary School Classroom Teachers,” FRSS 102C, 2009–10. |
