2020
Abrahamson, Emmy
In: Lessons from Global Classrooms, vol. 2020, iss. 1, no. 1, pp. 49-66, 2020.
Abstract | Links | BibTeX | Tags: assessment, drama, global, summative, summative assessment
@article{Abrahamson2020,
title = {What Summative Assessments do Drama Educators Use to Assess Student Knowledge and Progress in Secondary Education, and What do They Think of Them?},
author = {Emmy Abrahamson},
editor = {Sabine Little},
url = {https://lfgc.group.shef.ac.uk/wp-content/uploads/2020/07/Summative-drama-assessments-Lessons-from-Global-Classrooms-1.pdf},
year = {2020},
date = {2020-07-02},
urldate = {2020-07-02},
journal = {Lessons from Global Classrooms},
volume = {2020},
number = {1},
issue = {1},
pages = {49-66},
abstract = {Summative drama assessment is often considered both challenging and problematic due to its elements of creativity and performance. This research paper aims to discover what summative assessments drama teachers use in secondary education and to gain insight into what their views are of them in order to hold accountability while simultaneously allowing students freedom of expression and creativity within this multidimensional subject. Data collection and analysis focused on feedback from 26 drama teachers in North America, Europe and Asia in English-speaking and primarily international schools. Beyond simply following summative assessments prescribed by curricula, the findings suggest a clear divide in opinion on the benefits and usefulness of these. The results also identify the need for a range of different criteria such as the necessity to individualise, to use student-negotiated rubrics and a wide variety of summative drama assessments in secondary education. },
keywords = {assessment, drama, global, summative, summative assessment},
pubstate = {published},
tppubtype = {article}
}
Summative drama assessment is often considered both challenging and problematic due to its elements of creativity and performance. This research paper aims to discover what summative assessments drama teachers use in secondary education and to gain insight into what their views are of them in order to hold accountability while simultaneously allowing students freedom of expression and creativity within this multidimensional subject. Data collection and analysis focused on feedback from 26 drama teachers in North America, Europe and Asia in English-speaking and primarily international schools. Beyond simply following summative assessments prescribed by curricula, the findings suggest a clear divide in opinion on the benefits and usefulness of these. The results also identify the need for a range of different criteria such as the necessity to individualise, to use student-negotiated rubrics and a wide variety of summative drama assessments in secondary education.