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Assessment, or standardized assessment, refers to all student
testing developed and used by sources outside of the student's
school. Examples of external assessment include criterion-referenced
tests such as the Texas Assessment of Academic Skills (TAAS);
achievement tests, such as the Iowa Test of Basic Skills and
the Stanford Achievement Tests; and college entrance tests such
as the SAT and ACT.
In
addition to their role in public accountability systems, the
results of external assessments can be used by art educators
to inform their instruction. By interpreting data in the context
of their personal knowledge of students and by using data
in conjunction with internal assessments, teachers gain additional
tools for understanding and promoting their students' learning.
Conversely,
art education may lend credibility to schools and strengthen
college applications by boosting external assessment scores.
Music lessons have been shown to improve preschoolers' spatial
concept formation, which is crucial for higher brain functions
such as complex mathematics (Frances Rauscher, PH.D., Gordon
Shaw, Ph.D., University of California, Irvine). Additionally,
there is a direct correlation between improved SAT scores
and the length of time spent studying the arts. Those who
studied the arts four or more years scored 59 points higher
on verbal and 44 points higher on math portions of the SAT
than students with no coursework or experience in the arts.
(Profiles of SAT and Achievement Test Takers, The College
Board, compiled by MENC, 1995).
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