The Student Learning Objective (SLO) Process is an Arizona state model designed to measure student achievement and growth for arts teachers using valid and reliable performance assessments. The Arizona Framework for Measuring Educator Effectiveness recommends the SLO process be used as one measure for “Academic Progress Data.
Arts assessments aligned to the National Coalition for Core Arts Standard's four artistic processes of Creating, Performing/Presenting/Producing, Responding, and Connecting.
Dance is the most accessible art form. The only essential material is a human body, so all children arrive at school with their most basic equipment! Opportunities-to-Learn (OTLs) are relevant as ways to facilitate student achievement. They specify dance industry standards and resources necessary for student learning, practice, and performance of dance. Every student must have access to the resources necessary to attain achievement of the NCAS in Dance.
Support for dance arts instruction in America varies from school to school, district to district and state to state because education in the United States is under the local control of approximately 14,000 separate school districts and not unified or standardized. Standards are not mandated but offer a guide as a scaffold upon which to build programming and curriculum. These OTLs in Dance provide information about effective and necessary curriculum and scheduling, staffing needs, materials and equipment requirements, safe practices, and facilities. They describe necessities for effective delivery of instruction and identify an environment in which learning dance can occur
These Opportunity-to-Learn (OTL) Standards have been prepared by the Council of Music Program Leaders of the National Association for Music Education (NAfME). These OTL Standards identify the resources that need to be in place so that teachers, schools, and school districts can give students a meaningful chance to achieve at the levels spelled out in the Core Music Standards.
These OTL standards are not, therefore, a music teacher’s unfettered “wish list.” They are rather considered guidance on the Curriculum and Scheduling, Staffing, Materials and Equipment, and Facilities that must be in place if the promise inherent in the Core Music Standards is to be realized – that all American students must have the opportunity to achieve music literacy.
These grades 6-12 Opportunity-to-Learn (OTL) Standards for theatre instruction have been prepared by the Educational Theatre Association. They identify the resources teachers, schools, and districts need to ensure that students can achieve at or above standard aligned to levels suggested in the 2014 National Core Theatre Standards.
The OTL Standards do not identify specific curriculum that a theatre educator needs within a theatre program. Rather, they offer guidance on the curriculum and scheduling, staffing, resources and equipment, safety elements, and facilities that must be in place if the theatre standards are to be met and students are to have the opportunity to achieve theatre literacy.
The Standards apply to both elementary and secondary art teachers, as well as arts educators who teach in museums, early-childhood programs, and other community settings. Users of the Standards should be careful to apply the standards that are appropriate for their setting.
Guiding Principles for the Assessment of Arts Learning
From October 11-15, 2021, the World Alliance for Arts Education’s Executive Forum authorized the 10th World Summit on Arts Education to be hosted by the University of Florida and the State Education Agency Directors of Arts Education (SEADAE). During the 2021 Virtual World Summit, titled Arts Impact: Context Matters, over 200 delegates from twenty-six nations on all six continents gathered to network, share research, and examine the multiple and varied ways in which arts assessments are designed and implemented around the world. Throughout the Summit, multiple discussions by various groups of delegates resulted in rich sets of qualitative data that were analyzed and interpreted daily by the conference leaders and rapporteur. These analyses were used to modify and update the concepts and ideas found within the resulting "Guiding Principles for the Assessment of Arts Learning."
