assessment in the music classroom depaul university

Assessment in the Music Classroom

DePaul UniversityAileen Miracle

aileen.miracle@yahoo.com

What is Summative Assessment?

What is Summative Assessment?

Assessment OF learning

What is Summative Assessment?

Assessment OF learningAssessment used by the

teacher to grade

What is Formative Assessment?

What is Formative Assessment?

Assessment FOR learning

What is Formative Assessment?

Assessment FOR learningAssessment used by the

teacher not to grade, but to gauge students’ understanding

of concept

Summative vs. Formative

Summative vs. Formative

Example of summative only gradebook

Name Solo 1 Solo 2 Solo 3 Ta/ti-ti Sol-mi Final

Amy 2 2 3 2 3 2

Keeley 3 3 3 2 3 3

Jimmy 2 2 2 3 3 2

Grace 1 1 3 2 3 2

Gavin 2 3 3 3 2 3

Sam 1 2 2 1 1 1

Summative vs. Formative

Example of formative and summative gradebook

Name Solo 1

Solo 2 Solo 3 Ta/ti-ti 1 Ta/ti-ti 2

Sol-mi 1

Sol-mi 2

Final

Amy 2 2 3 2 3 2 3 3

Keeley 3 3 3 2 3 3 3 3

Jimmy 2 2 2 3 3 3 3 3

Grace 1 1 2 1 2 2 3 2

Gavin 2 3 2 3 3 2 2 2

Sam 2 3 3 2 2 1 2 2

Example of formative and summative gradebook

Why assess?

Why assess?To obtain evidence of

musical growth and progress

Why assess?To obtain evidence of

musical growth and progress

To guide instruction and choice of teaching strategies

Why assess?To obtain evidence of

musical growth and progress

To guide instruction and choice of teaching strategiesTo help validate the music

program

Why assess?To obtain evidence of

musical growth and progress

To guide instruction and choice of teaching strategiesTo help validate the music

programTo provide evidence of

accountability for student learning

From “Assessing the Developing Child Musician” by Brophy

Video #1: Popsicle Sticks

Video #2: Rhythm manipulatives

Video #3: Solfa manipulatives

Video #4: Fruit composition activity on SMART Board

Video #5: Fruit composition in groups

Formative and Summative

Assessments

Formative and Summative Assessments

Singing

Formative and Summative Assessments

SingingManipulatives

Formative and Summative Assessments

SingingManipulatives

Pre-Test/ Post-Test

Formative and Summative Assessments

SingingManipulatives

Pre-Test/ Post-TestVoting

Formative and Summative Assessments

SingingManipulatives

Pre-Test/ Post-TestVoting

Other Ways of Assessing

Other Ways of AssessingDry erase boards for rhythmic writing

Other Ways of AssessingDry erase boards for rhythmic writingStaff dry erase boards for note writing

Other Ways of AssessingDry erase boards for rhythmic writingStaff dry erase boards for note writing

Staves and chips

Other Ways of AssessingDry erase boards for rhythmic writingStaff dry erase boards for note writing

Staves and chipsPlaying instruments

Other Ways of AssessingDry erase boards for rhythmic writingStaff dry erase boards for note writing

Staves and chipsPlaying instruments

Student response systems

Other Ways of AssessingDry erase boards for rhythmic writingStaff dry erase boards for note writing

Staves and chipsPlaying instruments

Student response systemsWorksheets

Other Ways of AssessingDry erase boards for rhythmic writingStaff dry erase boards for note writing

Staves and chipsPlaying instruments

Student response systemsWorksheets

Beat and rhythm charts

Other Ways of AssessingDry erase boards for rhythmic writingStaff dry erase boards for note writing

Staves and chipsPlaying instruments

Student response systemsWorksheets

Beat and rhythm chartsSolfa Cups

Other Ways of AssessingDry erase boards for rhythmic writingStaff dry erase boards for note writing

Staves and chipsPlaying instruments

Student response systemsWorksheets

Beat and rhythm chartsSolfa Cups

Other ideas?

Types of Assessments

Types of AssessmentsKnowledge: Students identify facts/ concepts

Types of AssessmentsKnowledge: Students identify facts/ concepts

Types of AssessmentsKnowledge: Students identify facts/ concepts

Performance: Students demonstrate

Types of AssessmentsKnowledge: Students identify facts/ concepts

Performance: Students demonstrateReasoning: Students reason or problem solve

Types of AssessmentsKnowledge: Students identify facts/ concepts

Performance: Students demonstrateReasoning: Students reason or problem solve

Product: Students create

Types of AssessmentsKnowledge: Students identify facts/ concepts

Performance: Students demonstrateReasoning: Students reason or problem solve

Product: Students create

Example of Performance Assessment

Creating a rubric

Creating a rubricDecide what you want to assess

Creating a rubricDecide what you want to assess

Decide what mastery looks like, then build your

rubric from that

Creating a rubricDecide what you want to assess

Decide what mastery looks like, then build your

rubric from thatCould keep in mind:

4: No mistakes3: Very few mistakes

2: Students can achieve task, but need assistance

1: Students cannot achieve task, even with assistance

Rubric for melodic dictation:Rubric Grade Students can…

4 Student writes all patterns correctly, with the correct solfa and contour

3 Student writes most patterns correctly, with correct contour, or writes all patterns correctly but not all patterns have correct contour

2 Student makes quite a few mistakes with writing patterns, but contour is correct

1 Student writes none of the patterns correctly, or writes one of the patterns correctly but contour is incorrect

Rubric for creating patterns:Rubric Grade Students can…

4 Student writes 4-beat pattern, and can say the pattern with fruit names and with rhythm syllables, to a steady beat.

3 Student creates a 4-beat pattern, and is able to say the fruit names followed by the corresponding rhythm names, but may make a small mistake, may hesitate, or beat may be slightly unsteady.

2 Student creates a 4-beat pattern, but is only able to say the fruit names followed by the corresponding rhythm names with assistance. Beat may be unsteady.

1 Student does not create a 4-beat pattern, and/or is not able to say the fruit names followed by the corresponding rhythm names, even with assistance.

Before moving onto Q, students should be able to:

Read patterns with sd and q

Before moving onto Q, students should be able to:

Read patterns with sd and qWrite patterns with sd and q

Before moving onto Q, students should be able to:

Read patterns with sd and qWrite patterns with sd and qFigure out form for songs with sd and

q

Before moving onto Q, students should be able to:

Read patterns with sd and qWrite patterns with sd and qFigure out form for songs with sd and

qDecode patterns with sd and q

Before moving onto Q, students should be able to:

Read patterns with sd and qWrite patterns with sd and qFigure out form for songs with sd and

qDecode patterns with sd and qEncode patterns with sd and q

Before moving onto Q, students should be able to:

Read patterns with sd and qWrite patterns with sd and qFigure out form for songs with sd and

qDecode patterns with sd and qEncode patterns with sd and qFigure out rhythm for songs with sd

and q

Before moving onto Q, students should be able to:

Read patterns with sd and qWrite patterns with sd and qFigure out form for songs with sd and

qDecode patterns with sd and qEncode patterns with sd and qFigure out rhythm for songs with sd

and qPerform rhythmic ostinato with sd and

q

Before moving onto Q, students should be able to:

Read patterns with sd and qWrite patterns with sd and qFigure out form for songs with sd and

qDecode patterns with sd and qEncode patterns with sd and qFigure out rhythm for songs with sd

and qPerform rhythmic ostinato with sd and

qPlay patterns with sd and q

Before moving onto Q, students should be able to:

Read patterns with sd and qWrite patterns with sd and qFigure out form for songs with sd and

qDecode patterns with sd and qEncode patterns with sd and qFigure out rhythm for songs with sd

and qPerform rhythmic ostinato with sd and

qPlay patterns with sd and qCompose patterns with sd and q

Before moving onto Q, students should be able to:

Read patterns with sd and qWrite patterns with sd and qFigure out form for songs with sd and

qDecode patterns with sd and qEncode patterns with sd and qFigure out rhythm for songs with sd

and qPerform rhythmic ostinato with sd and

qPlay patterns with sd and qCompose patterns with sd and qImprovise patterns with sd and q

Before moving onto Q, students should be able to:

Read patterns with sd and q(during centers)

Write patterns with sd and qFigure out form for songs with sd and

qDecode patterns with sd and qEncode patterns with sd and qFigure out rhythm for songs with sd

and qPerform rhythmic ostinato with sd and

qPlay patterns with sd and qCompose patterns with sd and qImprovise patterns with sd and q

Before moving onto Q, students should be able to:

Read patterns with sd and q(during centers)

Write patterns with sd and qFigure out form for songs with sd and

qDecode patterns with sd and q(dry

erase boards)Encode patterns with sd and qFigure out rhythm for songs with sd and

qPerform rhythmic ostinato with sd and

qPlay patterns with sd and qCompose patterns with sd and qImprovise patterns with sd and q

Before moving onto Q, students should be able to:

Read patterns with sd and q(during centers)

Write patterns with sd and qFigure out form for songs with sd and

qDecode patterns with sd and q(dry

erase boards)Encode patterns with sd and qFigure out rhythm for songs with sd and

qPerform rhythmic ostinato with sd and

q(2,4,6,8)Play patterns with sd and qCompose patterns with sd and qImprovise patterns with sd and q

Before moving onto Q, students should be able to:

Read patterns with sd and q(during centers)

Write patterns with sd and qFigure out form for songs with sd and

qDecode patterns with sd and q(dry

erase boards)Encode patterns with sd and qFigure out rhythm for songs with sd and

qPerform rhythmic ostinato with sd and

q(2,4,6,8)Play patterns with sd and qCompose patterns with sd and qImprovise patterns with sd and

q(creating fruit)

Formative assessment also includes…

Tracking progress, having individual conversations with students

Formative assessment also includes…

Tracking progress, having individual conversations with students

Giving specific feedback (not smiley faces!)!)

Formative assessment also includes…

Tracking progress, having individual conversations with students

Giving specific feedback (not smiley faces!)

Having students assess their own understanding of concepts

Formative assessment also includes…

Tracking progress, having individual conversations with students

Giving specific feedback (not smiley faces!)

Having students assess their own understanding of concepts

Lots of practice to ensure all students gain understandinggain understanding

Formative assessment also includes…

Tracking progress, having individual conversations with students

Giving specific feedback (not smiley faces!)

Having students assess their own understanding of concepts

Lots of practice to ensure all students gain understanding Creating assessments with questions

that have varying levels (differentiation!) of difficulty

Formative assessment

also includes… Tracking progress, having individual

conversations with students Giving specific feedback (not smiley

faces!) Having students assess their own

understanding of concepts Lots of practice to ensure all students

gain understanding Creating assessments with questions

that have varying levels of difficulty (differentiation!)

“Big ideas” and Essential Questions

Formative assessment also includes…

Tracking progress, having individual conversations

with students Giving specific feedback (not smiley faces!) Having students assess their own

understanding of concepts Lots of practice to ensure all students gain

understanding Creating assessments with questions that

have varying levels of difficulty “Big ideas” and Essential Questions

Readiness strategies

Before assessing… Determine what you want to measure

Before assessing… Determine what you want to measure Consider what you are looking for

Before assessing… Determine what you want to measure Consider what you are looking for Prepare rubrics, thinking of all of the

possiblities that might occur

Before assessing… Determine what you want to measure Consider what you are looking for Prepare rubrics, thinking of all of the

possiblities that might occur Determine your record keeping strategy

Before assessing… Determine what you want to measure Consider what you are looking for Prepare rubrics, thinking of all of the

possiblities that might occur Determine your record keeping strategy Determine which materials you will need

for the assessment (create assessment if you need to)

Before assessing… Determine what you want to measure Consider what you are looking for Prepare rubrics, thinking of all of the

possiblities that might occur Determine your record keeping strategy Determine which materials you will need

for the assessment (create assessment if you need to)

Inform your students.From “Assessing the Developing Musician” by Brophy

Keep in mind… During an assessment, do not help students

with the answer; only clarify the directions.

Keep in mind… During an assessment, do not help students

with the answer; only clarify the directions. You do not have to assess every single

indicator in your curriculum. Consider its importance within the curriculum, how often you see your students, and how the results will inform your instruction.

Keep in mind… During an assessment, do not help students

with the answer; only clarify the directions. You do not have to assess every single

indicator in your curriculum. Consider its importance within the curriculum, how often you see your students, and how the results will inform your instruction.

Do not be overwhelmed by all there is to do…start small! You might start with a few assessments per grade level, or with a grade-selective approach, and build from there.