The Art of Formative Assessment When Engaging in STEAM Learning

Framework

This research study on teacher self-efficacy using arts integration is framed using Bandura’s (1997) Self-Efficacy Theory is rooted in understanding that self-efficacy can come from distinct sources: mastery experiences, verbal persuasion, vicarious experiences, and physiological arousal. Mastery experiences result from teaching and first-hand experience of a teaching accomplishment. Verbal persuasion influences efficacy in the form of encouragement, which can result in the teacher feeling capable of trying a new teaching strategy. Vicarious experiences address a teacher analyzing their own capabilities through observing another teacher. Depending on whether the observers see themselves in the modeling often determines the effect of this source. Physiological states impact self-efficacy because if a teacher feels excited or anxious about facilitating a teaching strategy, self-efficacy will be affected. These four sources of efficacy were used to frame the existing literature on arts integration and the analysis of the data collected for the study.

Methods

For this phenomenological study, eight elementary schools in one large metro school district receiving district support in the area of STEAM and arts integration were selected. Eights participants from each of the eight elementary schools in the district’s arts integration program have been purposefully selected and asked to participate. Selecting eight teacher participants for this study reflects the need for a variety of schools to be represented. Purposive sampling is required to ensure teachers possess self-efficacy in arts integration and the phenomenon of arts-based formative assessment can be closely observed.

The different methods used for this study include an in-depth, semi-structured interview, a classroom observation, and a follow-up interview. The first interview includes a set of planned questions intended to guide the discussion. The questions address the tenets of arts integration: instructional design, instructional strategies, assessment methods, collaboration, and learning environment. The questions intentionally address where the source of teacher efficacy resonates and provides context for these experiences. A classroom observation occurs when teachers are actively engaging in an arts integration. A follow-up interview with participants occurred after the observation.

Results

The study revealed that teachers with high self-efficacy using arts integration most often engaged in the art forms visual arts and drama. The teachers' experiences emphasized that mastery of arts integration did not depend on formal arts training but rather on strong pedagogical beliefs and confidence in using the arts as a formative assessment tool.

Differentiating for Diverse Learners-
Participants shared stories about struggling students who finally spoke or finally lit up when using the arts. With equal enthusiasm, teachers shared stories of using the arts to stretch their gifted learners to think in new ways. When teachers described this appeal, the mastery experience of reaching diverse learning styles was tangible and left teachers feeling capable. Participants discussed the flexibility the arts bring to the process of assessment by emphasizing that not all students learned the same way, reiterating the point that arts integration implements teaching strategies in a variety of forms and is not prescriptive (Hipp & Sulentic Dowell, 2019).

Using the Arts during Guided Instruction-
The teachers who had arts-based formative assessment embedded into the whole group instruction could clearly determine next steps based on student understanding before releasing students to work independently. The visible thinking that occurred when demonstrating understanding through the arts provided teachers with a pulse on the class’s understanding. This was exemplified by moments of guided instruction when participants leveraged the arts as a guided instructional approach. Participants expressed this guided instruction having the potential to inform student grouping, identify what concepts need reviewing, determine additional differentiation needed, and allowing students to receive guided practice with the artform introduced.

Role of Rubrics and Checklists-
Rubrics or checklists were referenced by participants when creating arts-based formative assessments that could guide instruction for both the student and the teacher. Kennedy Center’s CETA framework for the formative assessment process lists included (a) establishing criteria; (b) observing behaviors, conversations, and products; (c) clarifying student understanding through questioning and feedback; and (d) directing students with next steps (Silverstein, 2020). This study provided tangible examples of arts-based formative assessments that could be used within this framework.

The data also revealed that the most effective rubrics provided a measurable objective evaluation tool for assessing student learning. The participants for this study were in different places with their comfortability with designing arts integrative instruction, but they were all unified on the importance of the criteria being objective. When determining criteria that are arts integrated, participants expressed criteria should represent a co-equal approach addressing both the arts and core content standards. Challenges were experienced by some participants who said that their lack of planning time sometimes played a factor in whether they included a rubric in their instruction. Regardless of time playing a factor, all participants discussed the need for arts-based formative assessment to include clear and measurable criteria for students to reference as they engaged in an art form. Three participants discussed putting the criteria on the board in the form of a checklist or students jotting it down in their journals to reference while they were working on a task. This formative practice of students referencing their checklists leading to self-assessing as they worked through the creative process.

Backwards Design for Assessment-
Backwards design is an instructional design principle (Wiggins & McTighe, 1998) and also a subtheme that developed when exploring how teachers design arts-based formative assessment. When designing instruction, all of the teachers referenced a backwards design approach that began with the standard and the task that demonstrated mastery of that standard. The process of starting with the end in mind when designing instruction (Wiggins & McTighe, 1998) is fundamental to the creative processes (Silverstein & Layne, 2020) described in this study.

Teachers stressed that sometimes the arts were used to leverage assessing students along the way, rather than solely assessing the end-product. Participants emphasized that teachers who were new to arts integration should go through the process of all of the steps in an arts-integrated checklist as the artist before using it with students. Clarity in the directions and criteria leads to a more objective assessment tool.

Designing the Learning Environment-
The learning environment emerged in the discussion of mastery experiences for teachers when designing and implementing arts-based formative assessment. The learning environment refers to not only the physical space in a classroom but also the routines and rituals present. Examples of rituals evident in this study included self-reflection routines, daily warm-ups, and peer feedback protocols. As these rituals unfold in classrooms, it was evident that these activities were routine and specific to this learning environment. The arts-integrative learning environment must allow for students to feel connected to one another in the learning process (Hodson, 2018), and the physical environments in this study provided opportunities for this connection to happen.

Teacher Collaboration and Professional Learning-
The data illustrated that teacher collaboration affected how teachers designed arts-based formative assessment. Participants described seeing colleagues model arts integration ideas during their collaborative planning time, and this modeling usually resulted in an increased confidence to try something new.

Most of the participants referenced their experiences with professional learning workshops. Teachers described having the opportunities to observe the arts-based assessment ideas modeled by the trainers. The teacher feedback loop based on these vicarious learning experiences is especially critical, which reemphasizes that teacher self-efficacy is dependent on more follow-up support than a single vicarious experience such as a strong teacher training (Burnaford, 2009; Corbisiero-Drakos et al., 2021; Duma & Silverstein, 2014; Garrett, 2010; Southern et al., 2020; Wilcox et al., 2010).

Teacher-Peer Interactions-
Grade-level planning meetings, friendships among peers, and professional learning workshops emerged as points of contact where verbal persuasion appeared in the data. When teachers designed and implemented arts-based formative assessments, it required a thought partner to exchange ideas and receive validation or encouragement that a proposed idea could work. The study’s data highlighted how verbal persuasion among teachers led not only to generating effective arts-based ideas but also to overcoming challenges that teachers might be facing with a particular class or student. Participants also discussed how verbal persuasion during teacher collaboration generally led to overcoming challenges that without the collective brain power would be difficult to solve.
The data revealed that teacher planning was intentional and implemented by their school administration team school wide. The existing literature in the field linked the lack of intentional collaboration to having a negative impact on teacher self-efficacy using arts integration (Hipp & Sulentic Dowell, 2019; Purnell, 2004). This intentional planning time set aside to verbally discuss how the arts can be used to instruct and assess is a vital component that must be included in understanding the phenomenon of arts-based formative assessment.

Teachers’ Growth Mindset-
During the study’s data collection procedures, the majority of the physiological examples described by participants discussed past failures integrating the arts. Teachers’ openness to admitting times when their teaching and assessing failed was surprising because participants brought it up unprompted throughout the interviews. Instead of giving up when an instructional strategy did not work, teacher participants used this as an opportunity to adjust their teaching approach. These adjustments demonstrated more instances in which formative assessment and teachers’ self-efficacy intersect. The data suggest that the phenomenon of arts-based formative assessment requires a growth mindset on behalf of the teacher when designing and implementing assessments.

Conversely, the data also revealed positive physiological responses that revealed teachers feeling “confident,” “excited,” “proud,” and “happy” when they viewed their facilitation of arts-based instruction as being successful. It was surprising that these positive emotions were used, especially after the participants reflected on a time an arts-based assessment failed. For example, when participants described their lessons that failed, they all discussed how excited they were about improving the lesson next time. Teachers’ resiliency and willingness to reflect led them to redesign their instruction. Participants described failures as opportunities, rather than pitfalls, and the positive physiological arousal that resulted was palpable. Participants also expressed experiences when boredom and lack of engagement in students were motivating factors for selecting an arts-based formative assessment over a more traditional assessment method.

Importance

The educational importance of this study is highlighted when considering the implications. Arts integration engages diverse learners, including struggling and gifted students, which makes it a powerful tool for fostering inclusion in the classroom. This aligns with the growing emphasis on differentiated instruction and reaching students with varying learning needs.

The findings of the study elevate teacher confidence and pedagogical beliefs over formal arts training. School leaders and administrators can staff a school and equip all teachers with access to arts integration training, no matter what their initial background is in the arts. Realizing that this type of teaching does not require specialized art expertise shifts the conversation toward empowering educators to sharpen and grow their assessment practice by including arts-based performance tasks to their existing assessment methods.

By incorporating arts-based strategies into formative assessments, teachers can gain real-time insights into student understanding. This contributes to more dynamic and responsive teaching methods, allowing for immediate instructional adjustments and deeper student engagement. Additionally, the use of rubrics and backward design for arts-based formative assessments supports the trend toward more transparent, objective, and measurable evaluation tools in education. These practices foster clearer expectations and self-assessment opportunities for students. A defined formative assessment approach is needed in the field of STEAM/ interdisciplinary learning.

A final key implication that resulted from the findings was defining the role of teacher collaboration and professional learning in effective arts integration. The data stresses the importance of a supportive learning community when developing/ designing arts-based formative assessments. It is important that teachers value peer collaboration and school leaders create opportunities for collaboration to occur routinely with a cadence that supports arts integrated classroom instruction.

References

Anderson, A., & Valero, L. (2020). Supporting academic vocabulary and social-emotional skills of students with learning disabilities through an arts-integrated social studies approach. TEACHING Exceptional Children, 53(2), 150–162. https://doi.org/10.1177/0040059920942266

Anderson, R. C., & Pitts, C. (2017). Cultivating sustainable school culture: Tilling the soil and nourishing the seeds through the arts. In R. S. Rajan & I. C. O’Neal (Eds.), Arts Evaluation and Assessment (pp. 117–146). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-64116-4_6

Anderson, R. C., Porter, L., & Adkins, D. (2020). A dramatic confrontation of frames:
Art integration teacher development, organizational learning, and school change. Leadership and Policy in Schools, 19(3), 369–389. https://doi.org/10.1080/15700763.2018.1554157

Andersson, C., & Palm, T. (2017). Characteristics of improved formative assessment practice. Education Inquiry, 8(2), 104–122. https://doi.org/10.1080/20004508.2016.1275185

Andrade, H., Hefferen, J., & Palma, M. (2014). Formative assessment in the visual arts. Art Education, 67(1), 34–40. https://doi.org/10.1080/00043125.2014.11519256
ArtCore Learning. (2015, September 29). The habits of mind explained. https://www.artcorelearning.org/teacher-resource-content/2015/9/29/the-habits-of-mindexplained

Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2019). Introduction to research in education (10th ed.). Cengage Learning.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.

Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.

Beard, E. (2021, July 20). What is formative assessment? The Northwest Evaluation Association. https://www.nwea.org/blog/2021/what-is-formative-assessment/

Becker, P. A. (2020). Teaching language and literacy through the visual arts: An interdisciplinary, literature-based approach. Teaching Exceptional Children, 52(3), 166–179. https://doi.org/10.1177/0040059919894736

Bellisario, K., & Donovan, L. (2012). Voices from the field: Teachers’ views on the relevance of arts integration. Lesley University.

Bennett, D. P. (2015). Elementary school teacher perception of using formative strategies to improve instruction (Publication No. 3721232) [Doctoral dissertation, Walden University]. ProQuest Dissertations & Theses Global.

Black, P., Harrison, C., Hodgen, J., Marshall, B., & Wiliam, D. (2005). The dissemination of formative assessment: A lesson from, or about, evaluation. Research Intelligence, 92(1), 14–15.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policies & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102

Bowen, D. H., & Kisida, B. (2019). Arts education partnerships: Sources of harmony and dissonance with cultural institutions’ collaborative efforts. Cultural Trends, 28(5), 379–390. https://doi.org/10.1080/09548963.2019.1679995
Brookhart, S. M., & Nitko, A. J. (2018). Educational assessment of students. Pearson.
Brouillette, L., & Graham, N. J. (2016). Using arts integration to make science learning memorable in the upper elementary grades: A quasi-experimental study. Journal for Learning through the Arts, 12(1). https://doi.org/10.21977/D912133442

Bruun, J., & Evans, R. H. (2020). Network analysis of survey data to identify non-homogeneous teacher self-efficacy development in using formative assessment strategies. Education Sciences, 10(3), Article 54. http://doi.org/10.3390/educsci10030054

Buck, R., & Snook, B. (2020). Reality bites: Implementing arts integration. Research in Dance Education, 21(1), 98–115. https://doi.org/10.1080/14647893.2020.1727873
Burnaford, G. (2009). A study of professional development for arts teachers: Building curriculum, community, and leadership in elementary schools. Journal for Learning through the Arts, 5(1). https://doi.org/10.21977/D95110033

Casciano, R., Cherfas, L., & Jobson-Ahmed, L. (2019). Connecting arts integration to social emotional learning among special education students. Journal for Learning through the Arts, 15(1). https://doi.org/10.21977/D915139672

Chan, Z. C., Fung, Y., & Chien, W. (2013). Bracketing in phenomenology: Only undertaken in the data collection and analysis process. The Qualitative Report, 18(30), Article 19. https://doi.org/10.46743/2160-3715/2013.1486

Chen, F., & Andrade, H. (2016). The impact of criteria-referenced formative assessment on fifth grade students’ theater arts achievement. The Journal of Educational Research, 111(3), 310–319. https://doi.org/10.1080/00220671.2016.1255870

Clark, I. (2012). Formative assessment: Assessment is for self-regulated learning. Educational Psychology Review, 24(2), 205-249. https://doi.org/10.1007/s10648-011-9191-6

Corbisiero-Drakos, L., Reeder, L. K., Ricciardi, L., Zacharia, J., & Harnett, S. (2021). Arts integration and 21st century skills: A study of learners and teachers. International Journal of Education & the Arts, 22(2), 1–25. https://doi.org/10.26209/ijea22n2

Cornett, C. E. (2011). Creating meaning through literature and the arts: Arts integration for classroom teachers. Pearson.

Costantino, T. (2015). Lessons from art and design education: The role of in-process critique in the creative inquiry process. Psychology of Aesthetics, Creativity, and the Arts, 9(2), 118–121. https://doi.org/10.1037/aca0000013

Creswell, J. W., & Creswell, J. D. (2018). Research design: qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.

Davies, T. (2013). Incorporating creativity into teachers practice and self-concept of professional identity. Journal of Educational Change, 14(1), 51–71. https://doi.org/10.1007/s10833-012-9192-3

Dehner, M. A. (2020). Exploring arts integration in language arts instruction for elementary education. (Publication No. 697) [Honors Undergraduate Theses, University of Central Florida]. UCF Showcase of Text, Archives, Research & Scholarship.
https://stars.library.ucf.edu/honorstheses/697

DeMoss, K. & Morris, T. (2002). How arts integration supports student learning: Students shed light on the connections. Chicago Arts Partnerships in Education (CAPE). http://www.capeweb.org/wp-content/uploads/2011/05/support.pdf

Donovan, L., & Pascale, L. (2012). Integrating the arts across the content areas. Shell Education.

Duma, A. L., & Silverstein, L. B. (2014). A view into a decade of arts integration. Journal for Learning through the Arts, 10(1). https://doi.org/10.21977/D910119197

Ellis, A. K., & Fouts, J. T. (2001). Interdisciplinary curriculum: The Research base. Music Educators Journal, 87(5), 22. https://link.gale.com/apps/doc/A72271825/AONE?u=anon~937f5993&sid=googleScholar&xid=cb4ec410

Engelmann, J. B., Kappel, A., & Kerry-Moran, K. J. (2018). Moving fiercely linear preservice teachers into the joys of integrating art in the classroom: An artist residency in a university early childhood and special education program. Teaching Artist Journal, 16(12), 5–18. https://doi.org/10.1080/15411796.2018.1470376

Finlay, L. (2008). A dance between the reduction and reflexivity: Explicating the “phenomenological psychological attitude.” Journal of Phenomenological Psychology, 39(1), 1-32.

Flinders, D. J., & Thornton, S. J. (2017). The curriculum studies reader. Routledge.

Frechette, J., Di Re, A., Johnson, S., & Tanguay, D. (2023). Capturing lived experience:
Methodological considerations for interpretive phenomenological inquiry. Qualitative
Research Journal, 23(2), 123-140. https://doi.org/10.1108/QRJ-10-2022-0078
Frey, N., & Fisher, D. (2011). The formative assessment action plan: Practical steps to more successful teaching and learning. ASCD.

Gardiner, P. (2017). Playwriting and flow: The interconnection between creativity, engagement, and skill development. International Journal of Education & the Arts, 18(6), 1–24. https://ro.uow.edu.au/sspapers/4678

Gardner, H. (1993). Multiple intelligences: The theory in practice. Hachette Book Group.

Garrett, J. A. (2010). Arts integration professional development: Teacher perspective and transfer to instructional practice (Publication No. 3402414) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global.
ed-Children.aspx

Goldberg, M. (2012). Arts integration: Teaching subject matter through the arts in multicultural settings (4th ed.) Pearson.

Greene, J. A. (2020). Building upon synergies among self-regulated learning and formative assessment research and practice. Assessment in Education: Principles, Policy & Practice, 27(4), 463-476. https://doi.org/10.1080/0969594X.2020.1771506

Guangbao, F., & Timothy, T. (2021). Investigating the associations of constructivist beliefs and classroom climate on teachers' self-efficacy among Australian secondary mathematics teachers. Frontiers in psychology, 12, 626271. https://doi.org/10.3389/fpsyg.2021.626271

Gullatt, D. E. (2008). Enhancing student learning through arts integration: Implications for the profession. High School Journal, 91(4), 12–25. https://doi.org/10.1353/hsj.0.0001

Hipp, J., & Sulentic Dowell, M. (2019). Challenges and supports to elementary teacher education: Case study of preservice teachers’ perspectives on arts integration. Journal for Learning through the Arts, 15(1). https://doi.org/10.21977/D915144538

Hodson, L. (2018, November). 5 Attributes of effective learning environments. Institute for Arts Integration and STEAM. http://www.artsintegration.com

Holdren, T. S. (2012). Using art to assess reading comprehension and critical thinking in adolescents. Journal of Adolescent & Adult Literacy, 55(8), 692–703. https://doi.org/10.1002/JAAL.00084

Horrigan-Kelly, M., Millar, M., & Dowling, M. (2016). Understanding the key tenets of
Heidegger’s philosophy for interpretive phenomenological research. International Journal of Qualitative Methods, 15(1). https://doi.org/10.1177/1609406916680634

Husserl, E. (1983). Ideas pertaining to a pure phenomenology and to a phenomenological philosophy: First book (F. Kersten, Trans.). Kluwer Academic Publishers. (Original work published 1913)

Ingram, D., & Riedel, E. (2003). Arts for academic achievement: What does arts integration do for students? University of Minnesota: Center for Applied Research and Educational Improvement, College of Education and Human Development.

Jaquith, D. B., & Hathaway, N. E. (2012). The learner-directed classroom: Developing creative thinking skills through art. Teachers College Press.

Krakaur, L. E. (2017). Arts integration for understanding: Deepening teacher practice in and through the arts (Publication No. 10601884). [Doctoral dissertation, University of Maryland, College Park]. ProQuest Dissertations & Theses Global.

LaJevic, L. (2013). Arts integration: What is really happening in the elementary classroom? Journal for Learning through the Arts, 9(1). https://doi.org/10.21977/D99112615

Luton, C. (2021). Coaching preservice teachers to integrate the arts in STEM content. International Journal of Education & the Arts, 22(5).

Marschall, G. (2022). The role of teacher identity in teacher self-efficacy development: The case of Katie. Journal of Mathematics Teacher Education, 25(6), 725–747. https://doi.org/10.1007/s10857-021-09515-2

Marshall, J., & Donahue, D. M. (2014). Art-centered learning across the curriculum: Integrating contemporary art in the secondary school classroom. Teachers College Press.

Mason, C. Y., & Steedly, K. M. (2006). Rubrics and an arts integration community of practice. Teaching Exceptional Children, 39(1), 36–43. https://doi.org/10.1177/004005990603900106

Maxwell, J. A. (2013). Qualitative research design: An interactive approach. SAGE.

Merriam, S. B. (2002). Qualitative research in practice: Examples for discussion and analysis. Jossey-Bass.

National Endowment for the Arts, & Catterall, J. S. (2012). The arts and achievement in at-risk youth: Findings from four longitudinal studies (Report no. 55). National Endowment for the Arts. https://www.arts.gov/sites/default/files/Arts-At-Risk-Youth.pdf

Nielsen, C. S., Samuel, G. M., Wilson, L., & Vedel, K. A. (2020). “Seeing” and “being seen”: An embodied and culturally sensitive arts- integrated pedagogy creating enriched conditions for learning in multi-cultural schools. International Journal of Education & the Arts, 21(2), 1–23. https://doi.org/10.26209/ijea21n2

Nizza, I., Farr, K., & Smith, J. A. (2021). Achieving excellence in interpretative phenomenological analysis (IPA): Four markers of high quality. Qualitative Research in Psychology, 18(3), 369–389. https://doi.org/10.1080/14780887.2020.1854404

Oreck, B. (2006). Artistic choices: An exploration of teachers’ integration of the arts in the elementary classroom. International Journal of Education & the Arts, 7(8), 13–25.

Panadero, E., Broadbent, J., Boud, D., & Lodge, J. M. (2018). Using formative assessment to influence self- and co-regulated learning: The role of evaluative judgement. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-018-0407-8

Patton, M. (2015). Qualitative research and evaluation methods (4th ed.). Sage Publications.

Peterson, S. E. (2021). Exploring the leadership role of principals in arts integrated magnet schools (Publication No. 04194209). [Doctoral dissertation, Concordia University, Chicago]. ProQuest Dissertations & Theses Global.

Pickard, J. (2017). Visual formative assessment and learning styles. [Master’s thesis]. http://digitalcollections.dordt.edu/med_theses
Popham, W. J. (2008). Transformative assessment. ASCD.
Project Zero. (2003). Eight Habits of Mind. Harvard Graduate School of Education. https://pz.harvard.edu/resources/eight-habits-of-mind#:~:text=The%20eight%20%E2%80%9Cstudio%20habits%20of,during%20the%20process%20of%20creating.

Purnell, P. (2004). A place for the arts: The past, the present and teacher perceptions.
Teaching Artist Journal, 2(3), 153–161. https://doi.org/10.1207/s1541180xtaj0203_3
Raschdorf, T., May, B. N., & Searcy, A. (2021). Integrating social-emotional learning into our “new normal” teaching elementary general music. General Music Today, 34(2), 42–48. https://doi.org/10.1177/1048371320961372

Riley, S. (2010, January). What is STEAM education: A definitive guide for K- 12 schools. Institute for Arts Integration and STEAM. https://artsintegration.com/what-is-steam-education-in-k-12-schools/

Robinson, A. H. (2013). Arts Integration and the success of disadvantaged students: A research evaluation. Arts Education Policy Review, 114(4), 191–204. http://doi.org/10.1080/10632913.2013.826050

Saraniero, P., Goldberg, M., & Hall, B. (2014). Unlocking my creativity: Teacher learning in arts integration professional development. Journal for Learning through the Arts, 10(1). https://doi.org/10.21977/D910119060
Sasz, S. (2023). Arts integration: Implementing a critical yet devalued core subject into US public schools. PIT Journal. https://pitjournal.unc.edu/2023/01/05/arts-integration-implementing-a-critical-yet-devalued-core-subject-into-us-public-schools/

Schlaack, N., & Steele, J. S. (2018). The collaborative residency project: The influence of co-teaching on professional development in arts integration. International Journal of Education & the Arts, 19(10), 1–28.
Schumm, J. (2006). Reading assessment and instruction for all learners. Guilford Publications.

Silverstein, L. B. (2020, January 14). Kennedy Center’s Changing Education Through the Arts. https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/articles-and-how-tos/articles/collections/arts-integration-resources/formative-assessment/

Silverstein, L. B., & Layne, S. (2020, January 14). What is arts integration? Kennedy Center’s Changing Education Through the Arts. https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/articles-and-how-tos/articles/collections/arts-integration-resources/what-is-arts-integration/

Southern, A., Elliot, J., & Morley, C. (2020). Third space creative pedagogies: Developing a model of shared CPDL for teachers and artists to support reading and writing in the primary curricula of England and Wales. International Journal of Education & Literacy Studies, 8(1). https://doi.org/10.7575/aiac.ijels.v.8n.1p.24

Starko, A. J. (2014). Creativity in the classroom: Schools of curious delight. Routledge.

Steele, J. S. (2019). Where are they now? Graduates of an arts integration elementary school reflect on art, school, self and others. International Journal of Education & the Arts, 20(11), 1–23.

Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: Doing it right—Using it well. Assessment Training Institute.

Stoelinga, S. R., Silk, Y., Reddy, P., & Rahman, N. (2015). Turnaround arts initiative: Summary
of key findings [Executive report]. President's Committee on the Arts and the Humanities. https://www.giarts.org/sites/default/files/Turnaround-Arts-Initiative-Final-Evaluation-Report.pdf

Tankersley, K. (2005). Literacy strategies for grades 4-12: Reinforcing the threads of reading. ASCD.

Tishman, S. & Palmer, P. (2006, November). Artful Thinking. Harvard Graduate School of Education Project Zero. https://pz.harvard.edu/projects/artful-thinking

Tschannen-Moran, M., & Hoy, A. W. (2018). Teacher efficacy: Capturing an elusive concept. Sage Publications.

Tschannen-Moran, M., Hoy, W. A., & Hoy, W. K. (2009). Teacher efficacy: Its meaning and measure. Review of Educational Research, 79(2), 207–249. https://doi.org/10.3102/00346543068002

van der Linden, J., van der Vleuten, C., Nieuwenhuis, L., & van Schilt-Mol, T. (2023).
Formative use of assessment to foster self-regulated learning: The alignment of teachers’ conceptions and classroom assessment practices. Journal of Formative Design in Learning, 7(1), 195-207. https://doi.org/10.1007/s41686-023-00082-8

Walker, E., Tabone, C., & Weltsek, G. (2011). When achievement data meet drama and arts integration. Language Arts, 88(5), 365–372. https://doi.org/10.58680/la201114932

Wan, Y., Ludwig, M. J., & Boyle, A. (2018). Review of evidence: Arts education through the lens of ESSA [Report]. American Institutes for Research. https://files.eric.ed.gov/fulltext/ED591872.pdf

Wiggins, G., & McTighe, J. (1998). Understanding by design. ASCD.

Wilcox, R. A., Bridges, S. L., & Montgomery, D. (2010). The role of coaching by teaching artists for arts-infused social studies: What project CREATES has to offer. Journal for Learning through the Arts, 6(1). https://doi.org/10.21977/D96110018

Windsor-Liscombe, S. G. (2016). Off the wall: A case study of changing teacher perceptions of arts-integrated pedagogy and student population. Journal for Learning through the Arts, 12(1). http://escholarship.org/uc/item/5mb825kq

Woolfe, E. (Producer). (2006). Assessment for learning: Dances with boys. [Video/DVD] Teachers TV/UK Department of Education. https://video.alexanderstreet.com/watch/assessment-for-learning-dances-with-boys

Xiang, X., Yum, S., & Lian, R. (2020). Teachers’ self-efficacy and formative assessment of students: Moderating role of school goal structure. Social Behavior & Personality: An International Journal, 48(6), 1–13. https://doi.org/10.2224/sbp.9208

Yanko, M., & Yap, P. (2020). A symbiotic link between music, movement, and social emotional learning: Mindful learning in early learners. LEARNing Landscapes, 13(1), 249–264. https://doi.org/10.36510/learnland.v13i1.1018

Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.). Routledge.