Transcript assessment

Using the Progress Monitoring
Model to Drive Student and
Teacher Success in Music
Michael Antmann
Dr. Steven Kelly
January 10, 2014
Why??
• Emphasis on Assessment
– No Child Left Behind
– Florida A+ Plan
– Merit Pay (No Teacher Left Behind)
• RTTT Assessment
• Develop Independent Musicians
• Assessment, Grading,
Objectivity/Consistency
Why?? (cont.)
• Research on behaviors of new teachers
– Experience as a student is significant influence
• Changes during recent years
– Old teacher evaluation tool – FPMS
– New system - Marzano/Danielson
• Emphasis on the student
• You taught it, but did they learn it?
Background
• Music Teachers are taught how to teach and what to teach.
– Have not been taught how to evaluate the results of their teaching
• Music Teachers often assume that learning has occurred
because students demonstrate (perform) in class.
• A lack of assessment contributes to music being perceived as
a non-academic class
– Music is now a service or “nice to have” activity
The Need for Assessment
• Assessment is essential because:
– Measures what students have learned
– Provides feedback as to how well teachers have taught and what they
have taught
• Assessment should intertwine with instruction
– When planning objectives & activities, plan how to assess
– What do you want students to learn as a result of performing the music?
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Composer information
Style
Notes/rhythms/dynamics/phrasing
Tone/voice quality
The Need (cont.)
• Assessment should intertwine with instruction
– What are the consequences of your instruction?
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Get better
Transfer to music outside of school
Enjoy music
Participate in music in their unique ways
– The music becomes your TEXT BOOK!!!!!
– Should include both subjective & objective assessments
• Subjective: Performance – Group, Individual
• Objective: Written – Based on music being performed
Questions
• What do you expect your students to be
able to do or know before they leave your
program?
• Did all of the students who graduated from
your program meet these expectations?
• Even the 3rd clarinets??
• Are you sure? How did you measure this?
What should students be learning?
SETTING GOALS FOR
STUDENT PERFORMANCE
Goals…
• “If you aim at nothing, you will hit it every
time.” (Zig Ziglar)
• Students should know what goals and
expectations have been set for them.
• This could increase motivation to practice;
preparation homework has been found to
be effective. (Bailey & Foyle, 1986)
• NGSSS are comprehensive, but lack
specificity…
S.M.A.R.T. Goals
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Specific
Measurable
Attainable
Relevant
Timely
Non-Examples
• My students will know all of their scales.
• I want to play grade 3 music with my
eighth graders.
• Incoming freshman should be able to read
music.
• My students will be able to sing in
harmony.
Examples
• By the end of 7th grade, students will be
able to play 7 scales (G, C, F, Bb, Eb, Ab,
Db) in the All-State pattern.
• At the end of the first half of beginning
band, chorus, or orchestra, students will
be able to read and perform rhythms
including whole notes, half notes, and
quarter notes.
Discussion-Activity
• What do you think students should be able
to do at the end of 8th or 12th grade?
• High school teachers: what would you like
students to know or be able to do by the
time they get to high school? (be realistic)
• Activity: In groups or alone, list some
specific goals for students in your
program.
Activity
• Take the overall goals you set for your
program, and set goals for each year.
• Finally, based on your yearly goals, what
should your students know or be able to
do at the end of each quarter?
• Example
• Consider adding goals for students who
work ahead to go above expectations.
How do we communicate our performance goals to students and
meet the requirements for teacher evaluation?
DEVELOPING LEARNING GOALS
Learning Goals
• Help students to understand what they are
working towards during class.
• Can help keep rehearsal focused and on
track
• Make it easy to assess student progress
• Are a fact of life, so deal with it…
Example 1
• Learning Goal: Students will be able to
demonstrate proper articulation (tonguing) on
their instruments.
– 4.0: I can demonstrate proper articulation on my instrument, and I can
do it while playing a piece of music on my instrument.
– 3.0: I can demonstrate proper articulation on my instrument. I can start
the tone with my tongue.
– 2.0: I understand how to start the tone with my tongue, but I need more
practice before I can do it.
– 1.0: I know what articulation is, but I am not sure how to do it on my
instrument.
– 0: I do not understand articulation and I need someone to help me.
Example 2
• Learning Goal: Students will be able to play their
individual parts in Gaelic Rhapsody, mm. 1-39, with
correct notes and rhythms.
• 4.0: I can play my individual part with correct notes and rhythms. I
am also able to perform my part with good phrasing while
incorporating all musical/expressive markings.
• 3.0: I can play my individual part with correct notes and rhythms.
• 2.0: I am able to play some or most of the notes and rhythms
correctly in my music, but need more practice before I can play all of
it.
• 1.0: I cannot play the notes and rhythms in my music correctly, but I
do understand (can read) the music. I will need to practice my part.
• 0: I do not understand the music notation or rhythms in my part and
I need help.
Example 2.5
• Learning Goal: Students will be able to play their individual
parts in their MPA music with correct notes and rhythms.
(Gaelic Rhapsody, mm. 1-39, Bunker Hill – 2nd strain)
• 4.0: I can play my individual part with correct notes and rhythms. I
am also able to perform my part with good phrasing while
incorporating all musical/expressive markings.
• 3.0: I can play my individual part with correct notes and rhythms.
• 2.0: I am able to play some or most of the notes and rhythms
correctly in my music, but need more practice before I can play all of
it.
• 1.0: I cannot play the notes and rhythms in my music correctly, but I
do understand (can read) the music. I will need to practice my part.
• 0: I do not understand the music notation or rhythms in my part and
I need help.
How do we check to make sure students are understanding and
meeting our goals?
PROGRESS MONITORING/
ASSESSMENT
Progress Monitoring
• Long-term goals are set for students
• Progress towards goals are measured by
regular assessment
• Student success is measured as actual progress
vs. expected progress
• If students are not meeting goals, TEACHING is
adjusted to meet student needs.
• (www.studentprogress.org)
Benefits of Progress Monitoring
• More efficient teaching and learning
• Students have the opportunity to
accelerate learning
• Accurate student assessment
• Teacher can communicate more
effectively about student progress
• Allows for higher expectations
Activity
• Listen to the example.
• What do you hear?
• How would you grade this?
Example Assessment #1
• Task: Perform your concert Bb scale and
arpeggio.
• Criteria: Student plays scale and arpeggio
with correct notes.
• Pass/Fail
Example Assessment #2
• Task: Demonstrate correct, consistent
staccato articulation.
• Criteria: Each note is played with staccato
articulation.
• Pass/Fail
Example Assessment #3
• Perform your Concert Bb scale.
Value
Criteria
4 pts.
Performed with characteristic tone.
10 pts.
Correct notes/rhythms (- 1pt. For each error)
2 pts.
Steady pulse/tempo
2 pts.
Correct and clear articulation (tongue up, slur
down)
2 pts.
Correct rhythms
Example Assessment #4
• Task: Perform your Concert Bb scale.
• Criteria: Student performs scale with:
– Minimum tempo of 120.
– Correct articulation (All-State pattern)
– No wrong notes or rhythms.
– Characteristic tone
– Steady pulse
• Pass/Fail
Assessment
• Effective assessment is critical for
progress monitoring.
• Formal assessments: performance
assessments, playing tests, written tests,
etc.
• Informal assessments: classroom
observations, student self-assessments,
rehearsal observations, etc.
Assessment (cont.)
• Frequent assessments have been shown
to improve student performance.
• Criteria should be clear, and should be
understood by the student.
• Students should be assessed on class
objectives, goals, benchmarks, etc.
• If you expect them to know it, then it
should be assessed.
Grading
• The grade can be an effective tool in
student assessment.
• Grade should reflect student mastery of
content.
• Avoid giving grades for effort, participation,
etc.
• Performing arts classes have factors that
make grading a little different.
Grading (cont.)
• Performing Arts classes are co-curricular
and occur both during and outside the
school day.
• Grading expectations are different
• Logistic challenges that are unique.
• A 2007 study examined the grading and
assessment method of “successful middle
school bands” in Florida.
Grading/Assessment Practices
• 2007 study surveyed middle school band directors in
Florida with 4 consecutive years of Superior ratings.
• “Performing on instruments” and “reading/notating
music” most commonly assessed.
• Individual playing tests were the most commonly used
assessment tools.
• Practice journals/logs were found to have no relationship
with program success. (consistent with other research).
• After playing requirements, participation and concert
attendance were next highest (inconsistent).
Sample Grading Policy
• Performance/Music Assessments – 50%
• Concert Attendance/Preparation – 20%
• Projects – 11%
– Solo and Ensemble, NGSSS projects, etc.
• Written Assignments – 10%
• Preparation – 9%
– Instead of participation; are studies prepared for class? This can
including practicing parts ahead of time (instead of practice
journals).
Contact Info
Michael Antmann
Orange County Public Schools
[email protected]
Dr. Steven Kelly
Florida State University
[email protected]
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