Education Week - October 4, 2017 - 25

tations for student learning, as well as to convey
to families and other stakeholders-such as board
members, community members, and students-
the value of deep arts learning.
Though we've worked in a variety of settings,
we share our work with this particular school because we have found that many other educational
settings wrestle with similar issues when measuring learning in the arts. The steps we use to guide
and improve practices may be helpful for schools
or arts education providers looking to strengthen

"

When we are helping to craft
assessment tools, we are often
also helping to revise
curriculum."
their assessment process:
* Clarify site-specific goals. We worked with
the administration to understand its unique
needs. In this case, that meant creating assessments that could be used to align arts instruction
through developing process-based and cohesive
arts curriculum.
* Surface existing values and practices. We
met with all teachers and staff to learn about individual values and documented their language
for describing practices and intended outcomes.
* Identify areas of cohesion and aspiration. We scanned transcripts from these meetings
to identify shared language and desired outcomes.
* Create shared expectations. We shared our

findings with the faculty to decide which outcomes
they deemed most critical for students at a variety
of developmental levels.
* Devise a site-specific assessment tool. We
produced an assessment framework anchored to
the National Arts Standards and tailored it to the
school's values, language, and practices.
* Foster ownership through ongoing refinement. Teachers were able to use this new
tool to inform their curriculum development and
assess student learning. That, in turn, created
greater cohesion across arts classrooms.
While this work is not rocket science, it is also
not easy. Developing strong, place-based assessments entails an investment of time and resources. But our future demands a dramatic shift
in how we think about assessment, both in the
arts and in education more generally.
Of course, this shift must happen in a way that
does not diminish the beauty and mystery of creative processes. Fortunately, educators have a
wealth of information to draw on as they move
toward assessment in process learning. Where
schools have thus far failed students, however,
is in not making these values clear and coherent
at the organizational level and explicit in all that
teachers teach.
It is not only our schools that are dependent
on this level of learning. It is our democracy writ
large. If we do not teach students how to do this
work in schools, how can we expect them to grow
into thoughtful and engaged citizens? n

PRESIDENT & CEO Michele J. Givens
EDITOR-IN-CHIEF & CHIEF CONTENT OFFICER Scott Montgomery
MANAGING EDITOR Kathleen Kennedy Manzo
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ASSISTANT EDITOR, Education Week Teacher
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EMILY GASOI is a co-founder of Artful Education, a Washingtonbased consulting practice. She is a former classroom teacher
and the co-author of the newly released These Schools Belong to
You and Me (Beacon Press). SONYA ROBBINS HOFFMANN is a
co-founder of Artful Education and a longtime arts educator for
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www.edweek.org/go/letters

VICE PRESIDENT, DEVELOPMENT & EXTERNAL COMMUNICATIONS Christopher B. Swanson

Textbooks Are Too Dull
To the Editor:
I just read the Education Week story "Watchdog
Group Gives Passing Grade to 3 Literature
Series" (Sept. 13, 2017). It touches on a subject
that has a mighty impact on our schools:
textbooks. The very word is a synonym for dull
and dreary. How has that happened?
When I was a teacher in an inner-city school, I
had to deal with students who were bored with
most of the assigned books. One day I wandered
into the school basement, pushed open a door into
a dusty book-storage room, and picked up a stack
of reading books from the 1930s. They were full of
classic tales but few pictures. My students loved
them-despite the big words and lack of modern
references.

Why have we allowed our schools to be hijacked
by a few megapublishers who insist that the
latest is always the best? Great literature is
available in inexpensive, wonderful books that all
of us find captivating.

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Author
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EDUCATION WEEK | October 4, 2017 | www.edweek.org | 25


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Table of Contents for the Digital Edition of Education Week - October 4, 2017

Education Week - October 2, 2017
States Are Making It Easier To Transfer Teacher Licenses
Union Fees Again Reach High Court
Education Advisers Say White House Has Ignored Them
News in Brief
Report Roundup
Independent Charters Aim to Elevate Their Status
In Devastated Puerto Rico, Reopening of Schools Is Far Off
Are Selectivity and Diversity Competing Goals for Teaching?
Teachers Found to Miss More Work In Regular Schools Than in Charters
Math, Reading Hurdles Drawing Joint Scrutiny
Growing Numbers of States Embrace Career Education
DIGITAL DIRECTIONS: From Theory to Practice, Hurdles for Personalized Learning
New SAT Results Hard to Gauge
K-12 Budget Woes Dog States As School Year Advances
DeVos Expounds on Policy In One-on-One Interview
DeVos Gives Schools Options On Handling of Sexual Assault
Watch List: High Court, 2017-18 Term
Scenes From DeVos’ ‘Rethink School’ Tour
State ESSA Plans: One-Stop Guide
Arts Education: A Look Ahead Researchers, professors, and practitioners make their case for the future of the discipline
Susan Riley: The ‘A’ in STEAM Completes the Puzzle
Jay P. Greene: Arts Integration Is a Sucker’s Game
Howard Gardner & Ellen Winner: We Still Have So Much More to Learn
Emily Gasoi & Sonya Robbins Hoffmann: For the Future, Arts Assessment Is Indispensable
Letters
TopSchoolJobs Recruitment Marketplace
Mariale Hardiman: Asking the Right Questions for a Creative Future
Education Week - October 4, 2017 - Education Advisers Say White House Has Ignored Them
Education Week - October 4, 2017 - 2
Education Week - October 4, 2017 - 3
Education Week - October 4, 2017 - Report Roundup
Education Week - October 4, 2017 - 5
Education Week - October 4, 2017 - Independent Charters Aim to Elevate Their Status
Education Week - October 4, 2017 - In Devastated Puerto Rico, Reopening of Schools Is Far Off
Education Week - October 4, 2017 - Teachers Found to Miss More Work In Regular Schools Than in Charters
Education Week - October 4, 2017 - Math, Reading Hurdles Drawing Joint Scrutiny
Education Week - October 4, 2017 - Growing Numbers of States Embrace Career Education
Education Week - October 4, 2017 - DIGITAL DIRECTIONS: From Theory to Practice, Hurdles for Personalized Learning
Education Week - October 4, 2017 - New SAT Results Hard to Gauge
Education Week - October 4, 2017 - 13
Education Week - October 4, 2017 - DeVos Expounds on Policy In One-on-One Interview
Education Week - October 4, 2017 - DeVos Gives Schools Options On Handling of Sexual Assault
Education Week - October 4, 2017 - Watch List: High Court, 2017-18 Term
Education Week - October 4, 2017 - 17
Education Week - October 4, 2017 - Scenes From DeVos’ ‘Rethink School’ Tour
Education Week - October 4, 2017 - 19
Education Week - October 4, 2017 - State ESSA Plans: One-Stop Guide
Education Week - October 4, 2017 - 21
Education Week - October 4, 2017 - Susan Riley: The ‘A’ in STEAM Completes the Puzzle
Education Week - October 4, 2017 - Jay P. Greene: Arts Integration Is a Sucker’s Game
Education Week - October 4, 2017 - Emily Gasoi & Sonya Robbins Hoffmann: For the Future, Arts Assessment Is Indispensable
Education Week - October 4, 2017 - Letters
Education Week - October 4, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - October 4, 2017 - 27
Education Week - October 4, 2017 - Mariale Hardiman: Asking the Right Questions for a Creative Future
Education Week - October 4, 2017 - CW1
Education Week - October 4, 2017 - CW2
Education Week - October 4, 2017 - CW3
Education Week - October 4, 2017 - CW4
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