Title

Naep And Policy: Chasing The Tail Of The Assessment Tiger

Abstract

This paper grabs hold of the “assessment tiger” by considering the history of the National Assessment of Educational Progress (NAEP) Arts Report Cards for the visual arts, which were constructed and have been administered four times within thirty-five years. Two purposes of the NAEP have persisted since its founding: (1) measuring learning and (2) developing expectations for change and reform in education from a national platform. These purposes provided the basis for a functional analysis derived from Efland (1976) that looked closely at the NAEP’s collaborative context, consensus building, and block content. Hamblen’s 1995 critical theory analysis exemplar also serves as a means for reviewing the politics of assessment, influences on policy directions, and curricular emphases within a subject area. Using Persky’s 2004 critical evaluation of the 1997 NAEP Arts Assessment, this article considers recommendations she derived from the 1997 NAEP Arts Report Card that guided the 2008 NAEP construction and administration. The 2008 NAEP Arts Report Card, released in June 2009, informs a number of initial interpretations, recommendations, implications, and applications for those who want to “own” the tiger. © 2011 Taylor & Francis Group, LLC.

Publication Date

1-1-2011

Publication Title

Arts Education Policy Review

Volume

112

Issue

1

Number of Pages

35-47

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/10632913.2011.518126

Socpus ID

84884187442 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84884187442

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