The Arts in Schools - Calouste Gulbenkian Foundation

ible to some form of appropriate assessment. 2Resolving the problems of assessing and examining the artshowever might assist in other areas of the curriculum, in twoways. First, the need for some kind of non-competitivesummative assessment for all children is not unique to thearts. Forms of assessment which take account of the specialcharacteristics of the arts might provide stimulating alternativemodels for others to follow. Second, the need to agreeon criteria for achievement and assessment in the arts presentsreal problems of clarity and definition whose resolution couldbe of value to the curriculum debate as a whole.151 Looking Assessment and evaluation should be seen as a normal partahead of daily practice in schools and should provide the meansfor teachers to contribute positively to the formulation andreformulation of the school's general curriculum policy andthe place of their own work within it. There is still far togo along this path. We see two areas in particular need ofattention: first, the transfer of information between primaryand secondary and tertiary education, and second, the trainingof teachers in the techniques and processes of evaluation andassessment.152 From Primary schools are not under the same examination pressuresprimary to as secondary schools. This does not reduce the need for thesecondary kinds of assessment and evaluation which we have described.Primary teachers need to make informed judgements aboutthe progress and attainment of their pupils and about theappropriateness and effectiveness of their own teachingstyles and materials.We have urged the use of the arts from the earliest ages sothat by the time they leave primary school children willhave a firm grounding and sense of confidence in these formsof activity. Too often the only information which passesbetween the primary and secondary school is contained ina short record which deals principally with mathematics,writing and reading. If secondary schools do not know ofchildren's broader experiences and achievements in theprimary school, they can take no account of them. Theadvantage of sustained arts work in the primary school isthen lost. For these reasons, one head teacher in Kent hasmade a practice of including an extra sheet of general commentin the pupils' record cards so that information aboutmore general developments and interests is at least availableto secondary schools. He considers that this is essential toensure some measure of continuity in the children's education.So do we.92