Part 4: Analysis of Assessment Procedures
Documentation of Assessment Instruments
Learning Objectives – The Baroque Period (Early/Late)
• Realize that each musical period has its own characteristics.
• Identify what these characteristics are.
• Have a better appreciation of music history and the arts.
Realization that each musical period has its own characteristic
My
pre-assessment can in the form of a group discussion discussing some of
the musical characteristics of the previously learned music period, and
what they thought some of the themes of the baroque period will be.
From this point we made a word bubble on the board where the students
listed off terms of what they thought.
•
Diagnostic Assessment – Prior to the diagnostic assessment, the
students read the first ten pages of the history book. To measure what
they know we played a game to further measure it. To them it was a
game, to me it was a measurement tool.
Scores are gathered to prepare for next day lesson plan.
Identify what these characteristics are
Once
the students have a better idea of what the characteristics are, and
who some of the primary composer where who came up with these terms
where, I felt it was important that the students where retaining this
information day to day.
• Summative
Assessment (Fill in the Blank) – Before giving them test over the early
Baroque, I had to make sure students where maintaining the information.
In order to see what they retained, I gave a quiz to ensure they kept
the material fresh
• Diagnostic Assessment – After
the quiz, I can see how much the students are retaining by examining
the question students missed. If a question is commonly missed I’ll be
sure to review that question in the next class period. Further, to
review for the test I play one more game so that way I can see what
concepts the students are not comprehending. Again it is a game for
them but a great way to measure progress of the students
Scores are gathered to prepare for next day lesson plan.
Have a better appreciation of music history and the arts.
Students
who do well on a test means two things, they really enjoyed the
material they were studying, or they do not want to have a bad grade so
they study more. Prior to the test I ask students what they like about
the material, and why they liked it. This way I can further gauge the
reaction about learned materials. I also play the videos and recordings
of the era so they can see and hear the music, hopefully giving them
more appreciation.
Pre-Assessment/Diagnostic Assessment Data
Normally a pretest would have been
presented to see what the students knew. I didn't think a pretest would have
been relevant due to the fact that most of the students in the class were
non-music students. Further, the structure of how I designed the unit did not
fit goals that I set for the students. The results of the previous tests given
by my cooperating teacher where not as high as we expected, as a result, the
goal of my unit was to teach the class in a different approach to help raise
these scores. Rather given the general written pretest I played a series of
listening examples from the chapter which we later discussed. I want the
students to compare the music of the Baroque era to that of the Renaissance so
they can see how the two were similar and/or different. The here was to make
the student find connections and difference of the two eras.
| Unit Learning Objectives |
Level of Student Achievement on each Objective |
| Make connections between chapters |
Most of the students noticed a change in the literature between Renaissance and Baroque. |
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Overall percentage of students who achieved unit objectives on this assessment _N/A__
How did you use this information to proceed with unit instruction?
The information used for the listening made me realize that
the students indeed are making connections, but are having a hard time retaining
the information come test day. As a result, I want to break apart from the pro-typical
lecture routine and use group discussion and dialogue so the students can talk
and maybe retain more information.
Formative Assessment Data
My first formative assessment data came in the form of a
quiz over the first section of the Baroque period (early). Normally after we
finish the study guide we assess the students over what they have learned from
the chapter. Having this quiz serves two purposes, the first being a break
between the early and late baroque period, the second is to measure how much
information the students are retaining from the study guide and from the
readings.
| Unit Learning Objectives |
Level of Student Achievement on each Objective |
| Retain information from the study and from the readings. |
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| Began to learn the new concpets and ideas in the Baroque periods. |
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| Identify the ideas and concepts from the reading in literature composed in the Baroque era. |
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Overall percentage of students who achieved unit objectives on this assessment _____
Describe how you used this information to re-direct, re-teach, and otherwise inform your plan of instruction.
With the information used from the quiz, I’ll make the necessary
adjustments in my daily teaching to further student growth. Further actions won’t
occur until after the section test, two days after the quiz.
How did you report these results to your students to help them become more responsible for their own learning?
Once I have the data compiled from the quizzes, I ask some
surveying question to see how the students did on the quiz. From this I’ll take
the most frequently missed quiz options and do a brief review of this material.
Rather than grading the quizzes and handing the test back to the students, this
will allow for further review and retention of the materials.
How did your students use this information to enhance their own learning?
Summative Assessment Data
| Unit Learning Objectives |
Level of Student Achievement on each Objective |
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Overall percentage of students who achieved unit objectives on this assessment _____
Discuss
these results in terms of your learning goals and objectives. Did
students learn what you intended them to learn? Specifically describe
your evidence.
Evidence #1 –
Social Learning – “A New Approach to Learning”
·
Conversation
in the class – I asked the students if they preferred being lecture at, versus
using group work to study the ready. As I expected, the students preferred the
group work over the lecture. I would assign readings over the chapter, and
provided students a study guide to help them with their reading, the next day I
would lecture through asking questions. I would place the students in groups
where they had to find question from the reading in the study guide, and
discuss their finding within the group. Once they had all the questions found,
I would lecture further from the groups responses from the answered questions.
Evidence #2 –
Reflective – “Now You are Speaking My Language”
·
When
observing the students the first couple of weeks, when my cooperating teacher
asked them questions, the responses the students gave where that a first grade
student reaching for words. (Not meant to sound harsh!) However, when I took
over the class, and students begin to discuss their finding in groups, and my
reaction with the students, the vocabulary began to broaden, and the manner of
how they answered questions where deeply thought out, and the students sounded
musically inclined.
Describe how you would use these results to plan for future instruction. What are your next steps?
I
will use this data to further understand if the students are
comprending the material. The next steps are to make the necassary
corrections and keep improving on my instruction.
Analysis of Student Achievement
Presentation and Analysis of Disaggregated Data
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Pre-Assessment/Diagnostic Assessment |
Summative Assessment |
Percentage of Students Who Achieved Unit Objectives |
| Whole Class Mean: |
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| Subgroup Means: |
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| Students Ready for Instruction |
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| Students in Need of Remediation |
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| Male Mean |
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| Female Mean |
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| ELL Mean |
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| Native Speakers Mean |
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| Ethnic/Cultural Groups Mean |
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| Majority Groups Mean |
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| Identified Students (IEP) Mean |
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| Non-Identified Students Mean |
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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.
I
used the results to help me understand if the students where
comprehending the material taught. From this I would devise lesson to
that would better help with student understanding.
Pre-Assessment/Diagnostic Assessment: How did you use these data to proceed with instruction for the identified subgroups?
I
used this data to see what the students didn't know to help me focus my
instruction to that area. I also used this information to find student
who had little knowledge of the material to pair them with certain
groups.
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.
After
the first summative assessment, the numbers weren't to my liking, which
meant my instruction wasn't what it should be. As a result I
reconstructed my lesson to better assist the student in their
learning.
What modifications or changes should be made in this unit to help all students be successful the next time it is taught?
None. Most of the student possessed an equal level of knowledge coming into the unit.