Artsassessmentforlearning.org Website Review

arts teachers are as*essing learning, transforming practice, and promoting achievement in visual arts. this site represents the work of over 200 new york city arts educators who participated in artful learning communities — our professional learning com­munities engaged in action research, fo­cused on formative as­sess­ment techniques in the arts. our mission. arts as*essment for learning is committed to k–12 arts education that is focused on formative as*essment as a catalyst for student learning. unlike sum­ma­tive as*essment, formative as*essment goes beyond simply measuring student achieve­ment. formative as*essment fa­cil­itates teaching and learning by providing useful feedback to both teachers and students. it can increase teacher effectiveness, boost student achievement and motivation, and encourage student independence in the learning in an educational world too often focused on summative as*essment and testing, arts as*essment for learning supports teacher practice and student learning by creating a balance between as*essment of and as*essment for learning. educators and students alike have come to recognize formative as*essment strategies as an integral part of authentic artistic processes. similar to of the way professional artists work, formative as*essment involves students in setting goals, as*essing their own work, and making modifications in response to critique, with the teacher guiding the way. teachers provide clear criteria for success, carefully scaffold students in giving and receiving con­struc­tive feedback, and allow them to choose and make their own revisions. each of these actions is integral to any creative endeavor involving rehearsal and revision. thus, formative as*essment is an organic arts as*essment for learning is committed to building communities of arts educators, and engaging them in implementing and an*lyzing the effectiveness of formative as*essment in their clas*rooms. our website is designed to share the results of the teachers’ action research as