Evaluation in the Arts Is Sheer Madness

Abstract

Arts educators have two opinions on evaluation: they are continually evaluating or they believe the important outcomes of their teaching defy systematic assessment. Assessment depends upon a clear definition of the discipline. Arts educators focused primarily on performance (production) do assess individual and group objectives in terms of product. Assessment within the reform movement (including standards) and assessment in curricula such as DBAE require a broader approach including a differentiation between program evaluation and evaluation to improve student competence. These and other assessment issues are raised as a means of initiating professional dialogue in contemporary arts assessment and the demands being placed upon the arts.