TeachME Professional Development

A Framework for Arts Education

Development of the NAEP Arts Education Framework-Guidelines for the Project

1. When developing the NAEP Arts Assessment Framework, a key consideration was a policy of inclusion in arts education for all, including those students whose physical and mental abilities need additional support for artistic expression.

A. True

B. False

Chapter One

2. The process for the NAEP Arts Education Framework is founded on a vision of a society that believes the arts are essential to every child's complete development, and that children will experience the discipline, challenge, and joy of creating in different art forms.

A. True

B. False

The Role of Arts Education

3. Arts education is a critical component for learning skills valued in both education and business communities, such as problem solving, flexibility, persistence, cooperation, and:

A. Self-motivation

B. Commitment

C. Higher-order thinking

D. Confidence

The Shape of the Arts Education NAEP

4. Many arts educators worry that an assessment of the arts will artificially quantify those essential aspects of the arts such as ingenuity, strength, and execution, which they consider to be unquantifiable.

A. True

B. False

Chapter Two-Processes

5. Each of the following is an accurate statement about the process of responding to a work of art EXCEPT:

A. Responding includes many varieties, including an audience member's response to a performance and the interactive response between a student and a particular medium

B. The response is usually a combination of affective, cognitive, and physical behavior

C. Responding involves a level of perceptual or observational skill, and sometimes a judgment or evaluation based on criteria that may be self-constructed or commonly held by a group or culture

D. Responses must be conveyed orally or in writing in order to be effective


6. Students need knowledge of aesthetics as a means to understand varied concepts and philosophies of the nature, meaning, and intrinsic value of the arts that people from different cultures and periods have formulated and held.

A. True

B. False

Dance Assessment Framework

7. When creating in dance, students invent solutions to movement problems, follow improvisational and compositional structures, and:

A. Accurately recall and reproduce movement

B. Collaborate to achieve solutions

C. Incorporate compositional elements and notice details

D. Integrate stylistic, cultural, social, and historical contexts of the dance


8. Within the art framework, creating music refers to interpreting a piece of existing music or composing new music.

A. True

B. False


9. In theater, skills are the abilities associated with the technical, perceptual, and expressive processes of theatre, including activities such as creating a text, acting, staging, designing, and articulating a response.

A. True

B. False

Visual Arts

10. Visual arts enable students to reflect on what they inherit from past and present world cultures, and are increasingly about the realization of ideas in formats that are simultaneously visual, spatial, and:

A. Temporal

B. Abstract

C. Ethereal

D. Dynamic

11. In the framework, the term 'design' refers to ways of thinking, problem-solving strategies, and criteria for evaluation in which concern for function and user/audience characteristics are as important as self-expression and aesthetic dimensions.

A. True

B. False

Chapter Three-Characteristics of the Assessment Exercises

12. In order to elicit assessment responses that most appropriately determine actual learning, students must be able to articulate their artistic understanding in concrete language.

A. True

B. False

Exercise Formats

13. Characteristics of performance assessments include:

A. Performance exercises should be demanding, rigorous, and authentic

B. Assessment exercises should actively involve students as both participants and audience members with attention to the integration of the artistic processes

C. Performance exercises should require students to apply and demonstrate what they know and are able to do

D. All of the above

A Portfolio Study

14. A portfolio assessment in arts education would include evaluating work produced over a period of time that is unified by theme or:

A. Expertise

B. Purpose

C. Fluidity

D. Reflection

Ethical Responsibilities to Students

15. Ethical responsibility means respecting the ethnic and cultural sensibilities of students by choosing topics for assessments that would not be construed as insulting or biased against any ethnic, racial, religious, geographic, or cultural group, as well as being sensitive to students' privacy.

A. True

B. False

16. Standardized assessments of dance should ideally include a performance exercise and a paper and pencil test with a multiple-choice, true/false, and/or matching format.

A. True

B. False


17. Since the acts of creation and performance are central to any assessment in theatre, strategies must be incorporated to either to rate student responses as they occur or to record students' acts of creating and performing so that they can be rated fairly later.

A. True

B. False

Visual Arts

18. To ensure authenticity, the physical design of arts assessment should encourage students to study the train of thinking for:

A. Imagination

B. Inspiration

C. Insight

D. Originality

Visual Arts

19. When possible, visual arts appraisal exercises should be designed as sequential, interconnected units that cross grade levels, with some units displaying levels of complexity appropriate for more advanced students.

A. True

B. False

Desired Emphasis for Each Arts Area-Dance

20. The assessment of dance education at grade four reflects a greater emphasis on performing and responding than on creativity.

A. True

B. False


21. The National Standards establish the expectation that musically educated individuals should improvise, compose, and arrange music, and that all students should spend a substantial percentage of their instructional time engaging in creating activities.

A. True

B. False

Chapter Four

22. Which of the following is NOT an accurate statement regarding achievement levels on NEAP Arts Assessment

A. Basic denotes partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade assessed

B. Proficient represents solid academic performance and competency over challenging subject matter

C. Advanced performance on this assessment represents superior performance

D. Distinguished performance represents attainment of abilities that prepare students for future educational and career success

23. Eighth-grade students at the proficient level in the creating area of dance are able to:

A. Contribute and work cooperatively with a partner or a group of students in creating a movement sequence

B. Accurately describe dances from a variety of cultures and time periods

C. Use improvisation to find multiple ways to solve a brief movement challenge, choosing the most effective solution and articulating reasons for the selection

D. Create a dance that expresses through both literal and abstract gesture and movement the communication of an idea or feeling

Preliminary Achievement Level Descriptions for Music

24. At the advanced level of music performance achievement, fourth-grade students are able to play an instrument with technical accuracy and expression, can play independently as a soloist and as a member of an ensemble, and can demonstrate knowledge of tone production and expression that goes beyond the demands of the task.

A. True

B. False

Preliminary Achievement Level Descriptions for the Visual Arts

25. In the category of visual arts responding, twelfth-grade students at the basic level are able to identify where design solutions do not function well and transfer learning from one problem to another.

A. True

B. False

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