Part 4: Analysis of Assessment Procedures
Documentation of Assessment Instruments
The
students will complete a pre-test over the basic elements and background of the
piece, “The Cloths of Heaven”
The
students will also solfege one voice line of “The Cloths of Heaven” with
85% accuracy through partner and entire class activities.
The
students will also write the solfege of the melody line of “The Cloths of
Heaven” with 85% accuracy through a solfege melody worksheet.
The
students will create a rhythmic composition from a text excerpt of “The Cloths
of Heaven” with 85% accuracy.
The
students will clap difficult rhythmic passages with 80% accuracy to themselves
and neighbors.
The
students will identify the different sections of the piece through its general
form.
The
students will successfully sing the rhythm and notes on the B section of the
piece with 85% accuracy, especially the meter change in measure 44.
The
students will display their personal feelings about the text and discuss how
that can be translated into a performance through the whole group.
The
students will use this discussion to further use the dynamics and other
expressive aspects of the piece in order to benefit the making of music.
The students
will perform their piece at the concert with 100% attendance and applying all
elements discussed in the unit.
Formal
assessment through rubric from teacher
The students
will assess their personal performance through listening, seeing and using an
adjudicator's sheet after their performance.
Pre-Assessment/Diagnostic Assessment Data
| Unit Learning Objectives |
Level of Student Achievement on each Objective |
| The students will complete a pre-test over the
basic elements and background of the piece, “The Cloths of Heaven”. |
60% |
| The students will also solfege one voice line
of “The Cloths of Heaven” with 85% accuracy through partner and entire
class activities |
85% |
Overall percentage of students who achieved unit objectives on this assessment 50%
How did you use this information to proceed with unit instruction?
I
used the information to help build additional activities and learning
strategies. I was able to target specific areas which a large
percentage of the class struggled and then design my lessons around
those needs. I also used this information to build future assessments
in order to apply to the needs of the students and the new activities.
Formative Assessment Data
All
Formative Assessment Data for the Cloths of Heaven Unit was recieved
from class journal entries. For every lesson and multiple obejctives,
the students wrote a journal entry. The entry was then assess through a
rubric based upon participation and thus student achievement on these
assessments were high.
| Unit Learning Objectives |
Level of Student Achievement on each Objective |
| The students will also write the solfege of the
melody line of “The Cloths of Heaven” with 85% accuracy through a solfege
melody worksheet. |
100% |
| The students will create a rhythmic composition
from a text excerpt of “The Cloths of Heaven” with 85% accuracy. |
85% |
| The students will clap difficult rhythmic passages
with 80% accuracy to themselves and neighbors. |
95% |
| The students will identify the different sections
of the piece through its general form. | 100% |
| The students will successfully sing the rhythm and
notes on the B section of the piece with 85% accuracy, especially the meter
change in measure 44. | 90% |
| The students will display their personal feelings
about the text and discuss how that can be translated into a performance
through the whole group. | 100% |
| The students will use this discussion to further
use the dynamics and other expressive aspects of the piece in order to benefit
the making of music | 100% |
Overall percentage of students who achieved unit objectives on this assessment 95%
Describe how you used this information to re-direct, re-teach, and otherwise inform your plan of instruction.
I
found that many times, the students helped lead the future instruction
based upon their comments for improvement. For example, if the students
wrote that they were struggling in a specific area of the piece, the
next lesson would include time for those issues to be fixed. Also,
their journal entries allowed the students to have a more personal
perspecitve to the assessments. I found they were more assertive in
their compliments and criticisms when they were given the opportunity
to each write their opinion.
How did you report these results to your students to help them become more responsible for their own learning?
The
students recieved their journal grades every week. These results were
mostly positive, and I believe this helped them continue to feel
comfortable using the journals for improvement and reflections.
How did your students use this information to enhance their own learning?
The
students do not get many opportunities to be their own judges when it
comes to assessing improvement. I believe it enhanced their learning
because it made them more independent leaners and did not always need
to rely upon my goals and objectives for improvement. They were able to
create their own personal goals and objectives through their journal
entries.
Summative Assessment Data
| Unit Learning Objectives |
Level of Student Achievement on each Objective |
| The students will perform their piece at the concert with 100% attendance and applying all elements discussed in the unit. |
83.75% |
| The
students will assess their personal performance through listening,
seeing and using an adjudicator's sheet after their performance. |
100% |
Overall percentage of students who achieved unit objectives on this assessment 91.875%
Discuss
these results in terms of your learning goals and objectives. Did
students learn what you intended them to learn? Specifically describe
your evidence.
I
believe the students learned what I had intended because not only was
their performance successful, but the students could identify their
improvements when self-assessing their performance through the many
music elements we explored in the unit lessons.
Describe how you would use these results to plan for future instruction. What are your next steps?
For
future instruction, I would like to include journal entries in many
unit plans. I believe these journals make the students responsible for
their learning and benefit not only the students but also the teacher
in reflecting and in future planning. I would also use these results to
see what areas still might need improvement so when starting my next
unit, I can be sure to cover the needs the students still have in some
of the musical elements and other content area information.
Analysis of Student Achievement
Presentation and Analysis of Disaggregated Data
| |
Pre-Assessment/Diagnostic Assessment |
Summative Assessment |
Percentage of Students Who Achieved Unit Objectives |
| Whole Class Mean: |
72.5% |
95% |
91.875% |
| Subgroup Means: |
|
|
|
| Students Ready for Instruction |
All students are ready for instruction |
All students are ready for instruction |
All students are ready for instruction |
| Students in Need of Remediation |
None |
None |
None |
| Male Mean |
|
|
92.75% |
| Female Mean |
|
|
89.5% |
| ELL Mean |
No ELL students |
No ELL students |
No ELL students |
| Native Speakers Mean |
All students were native speakers |
All students were native speakers |
All students were native speakers |
| Ethnic/Cultural Groups Mean |
All students same cultural group
|
All students same cultural group |
All students same cultural group |
| Majority Groups Mean |
72.5% |
95% |
91.875% |
| Identified Students (IEP) Mean |
No students with IEPs |
No Students with IEPs |
No students with IEPs |
| Non-Identified Students Mean |
72.5% |
95% |
91.875% |
Explain
your interpretation of the disaggregated data. Did all students learn
what you intended them to learn (were your objectives achieved)?
Specifically describe your evidence.
Describe how you used these results for planning and instructional decision-making.
These
results showed me how to adapt my learning strategies to meet the needs
of all the students so then the entire class has the opportunity to
successfully complete the objectives. For example, the journal entry
data helped me to specifically target needs for different students
(male, female, soprano, bass, alto, etc.) instead of just planning the
needs to the overall classroom. This ensures I target all the needs and
sections in the ensemble.
Pre-Assessment/Diagnostic Assessment: How did you use these data to proceed with instruction for the identified subgroups?
The
Pre-Assessment data showed that all the students, no matter what group,
needed the instruction and needed to achieve the future objectives. The
planning of the unit was shaped around the results of the
pre-assessment.
Summative
Assessment: Discuss at least one modification or intervention to be
used in future instruction for any subgroup performing lower than the
rest of the class.
One
modification I would like to make for the summative assessment would be
to create another assessment in which the students use technology and
go beyond the performance of the piece to show their competency in the
unit obejectives. For example, a webquest would be a beneficial
addition to the unit plan to help the students achieve all the unit
objectives.
What modifications or changes should be made in this unit to help all students be successful the next time it is taught?
I
think the next time this unit is taught, there should be more
modifications for students with special needs, ESL or on with IEPs.
This unit did not contain as many modifications due to the contextual
factors of the classroom. There were not many students with needs or
modifications for this unit plan.