TEAM Overview - Background

Building a National TEAM: Theatre Education Assessment Models is a field-driven project stemming from the work done at Crossing Paths, a biennial performing arts educators conference. Inaugurated in 1999, Crossing Paths was organized by TCG and five other national performing arts service organizations. At the November 2003 conference, TCG hosted an add-on day to the conference, responding to a heightened interest from the field around assessment. Mary Campbell-Zopf, then director of education at the Ohio Arts Council, worked with a group of 25 theatre educators to draft a plan to improve theatre arts assessment. The TEAM project is a direct outgrowth of the work begun at the 2003 Crossing Paths conference.

Organizational Background
Project Consultant: Robert Southworth
Working Group: Andrea Allen, Peter Avery, Carol Jones, Kati Koerner, Milfordean Luster, Nancy Marcy, Dawn McAndrews, Daniel Renner, David Shookhoff, Dan Welch,
Project Coordinator: Laurie Baskin
Project Facilitator: Alissa A. Moore

This group met four times over two years to create 10-12 assessment models for American theatre education directors use and reference.

Objectives for our Work:

1. Examine the essential steps to conducting authentic assessment and evaluation (1. Question 2. Choose assessment 3. Collect evidence).
2. Define effective practices in assessment and evaluation in the arts, specifically theatre.
3. Explore protocols and instruments that can be used to assess student learning to uncover appropriate qualitative or quantitative data.
4. Examine the relationship between assessing to improve programs and to fulfill funding requirements.
5. Develop templates that reflect effective practices to assess program design and participant learning and engagement.
6. Recommend templates that can be adapted for use in a variety of settings.

Outcomes for our Work:

1. Understand an effective process for assessment and evaluation.
2. Be able to use valid and reliable assessment and evaluation instruments to measure participant learning.
3. Be able to design and refine tools to effectively assess and evaluate specific programs.

TCG and ASSITEJ/USA intend for this education initiative to provide education directors with a reference set of national models grounded in good assessment practice.

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