assessment in the music classroom depaul university
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Assessment in the Music Classroom DePaul University. Aileen Miracle a [email protected]. What is Summative Assessment?. What is Summative Assessment? Assessment OF learning. What is Summative Assessment? Assessment OF learning Assessment used by the teacher to grade. - PowerPoint PPT PresentationTRANSCRIPT
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.