Cheryl L. Poole is an educator with more than 40 years of experience in visual arts, museum administration and facilitating professional learning. She has had the honor of working with educators in the MAEIA project over the last 5 years.
Hundreds of Educators Contributing to an Exceptional Outcome
I believe that no one of us is the ultimate expert in our field. While it makes the process slow and somewhat cumbersome, I hold firmly to the idea that the more individuals with the rights of revision that are involved in a project, the more authentic the results. The MAEIA assessments are a prime example of hundreds of educators contributing to the co-creation of a body of exceptional work.
Observing the Process
For four years (2013-2016), I was involved as support in the creation of all of the MAEIA assessments. I confess I wasn’t one of the great minds that created them but I had the privilege of observing the collaborative process from which the assessments sprung. What I observed was some of the very best work I’ve seen in nearly 40 years of working with adults.
First Steps of Co-Creation
Beginning the process required a clear sense of aspiration, a lot of inspiration, and more than a little faith.
The creation of the assessments began in the spring of 2013. Volunteers representing the disciplines of dance, music, theatre and visual arts convened to first understand the mission of MAEIA. Then work was divided among teams of 6-8 educators spanning the continuum of K-12, higher education, educational administration, and teaching artists.
-pondered the scope of the MAEIA project,
-learned the expectations of their roles as creators of assessments,
-received their targeted standards, and
-departed with tight timelines for finalizing assessments in each of their fields of expertise.
I recall the teams leaving that first day with more than a little apprehension about the tasks at hand. It was unclear at that point in time how many would come through with enough draft assessments needed to realize MAEIA’s mission.
Working Together Separately
Connected only through online channels, the creators of the assessments drew on the breadth of their experiences to imagine arts performances that could be measured and how that measurement could happen. They identified criteria to measure and determined what degrees would meet and surpass expectations. Every assessment was one of group effort and iterative refinement.
Through this process, practitioners became writers. Writers became reviewers. Both waded into the demands of revising, field-testing and revising again. Dozens rose to the demands of creating performance assessments where none existed previously. And as nearly always happens, leaders stepped up to drive the project forward.
Growth Through the Process of Co-creation
When I look back on the organic nature of the process of these adults learning new skills and challenging each other, I watched how most of them gradually developed new skills beyond their “day jobs”. Practitioners diving deeply into unfamiliar processes joined forces to encourage and support one another; living up to the expectations they held for themselves and one another.
The Co-creation Continues
The results of their work, 360 performance assessments in the arts, are available free.
These creations continue to be works in progress. Submitting your opinions and suggestions for improvement give them more visibility and often a greater level of relevancy. When YOU use them and revise them to fit your instructional plan, you bring your expertise to the process, and the work continues to develop.