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Authentic Assessment Making it easy, Making it work

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kinsey
15 diapositives · 318 Views · Jul 09, 2014

Brian Burnett on an engaging journey to explore authentic assessment in music education. This presentation, brought to you by OMEA and the Cleveland Orff and Kodály Chapters, highlights five key reasons to assess: reporting progress, providing student feedback, enabling homogeneous grouping, evaluating instructional programs, and extinguishing unwanted behaviors. Learn how to effectively structure rubrics for music skills such as vocal performance, rhythm, and improvisation. Uncover the importance of clear criteria and student-led assessments to foster creativity and mastery in your classroom.

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  1. Authentic Assessment Making it easy, Making it work. Brian Burnett, Toledo, Ohio Presented by OMEA and the Cleveland Orff and Kodály Chapters

  2. Let’s go on a journey!Where shall we go?Pick some places on the planet.There’s so much to know.Travel to the continents,There’s so much to see.Get your luggage loaded up,Come with me!

  3. Five Reasons to Assess • Report progress to others • Feedback to the student • Homogeneous grouping • Evaluate instructional program • Extinguish unwanted behaviors

  4. Rubric Structure List the criteria for a piece of work, or “what counts.” Establish the graduations from “Excellent” to “Poor” with between 4-6 items of quality. 4 Yes 3 Yes, but… 2 No, but… 1 No From: Goodrich, H. (1996) “Understanding rubrics” Educational Leadership, 54(4), 14-17.

  5. Music Skill Criteria Vocal SkillRhythm Skill Pitch Steady beat Posture Beat/Rhythm Pattern Tone Hand/body position Diction Control/phasing: rushing/dragging CitizenshipLiteracy (3rd grade+) Cooperation/Leadership Form/Symbols Cultures Notation: Rhythm/Pitch Historic context Improvisation

  6. Vocal Skill Rubric 4 (Yes!) Matches pitch consistently with good posture, clear tone and diction.  3 (Yes, but) Matches pitch, but is not consistent, or one or more of the criteria is missing.  2 (No, but) Pitch is not certain, but posture, tone and diction may be good. 1 (No) The student is still working to find the singing voice.

  7. Rhythm Skill Rubric 4 (Yes!) Consistently demonstrates control of the steady beat and complementary patterns with good tone and proper posture or technique.  3 (Yes, but) Shows the steady beat, but is not consistent, or one or more of the criteria is missing. 2 (No, but) Lacks control of the steady beat, but tone and posture may be good.  1 (No) The student is still working to find the steady beat.

  8. Seating Chart/Riser Rows Key for the grade box is on the back of the paper with title and date of the Assessment. Interventions are dated.

  9. Iconic Building Blocks

  10. Improvisation Rubric 4 The improvisation is Repeatable/Sing-able, by self and others; not composition, but awareness.  3 The student creates cadences. Rhythmically-connectors and cadences. Melodically-tonality or resting tone. 2 Illustrates the appropriate movement elements, tonal set or rhythmic set  1 The student follows the structure

  11. Symbolic Iconic Kinesthetic

  12. Bloom’s Taxonomy Create Evaluate Analyze Apply Know

  13. Demonstrating mastery… Symbols Pictures Real world experiences Manipulatives Oral language

  14. Improvisation Structures Question/Answer phrases Rhythm/Melodies to be completed Call & Response Building Bricks Student-led Imitation

  15. “When you understand just enough to confuse everybody” … a bibliography Richard J. Stiggins, Judith A. Arter, Jan Chappuis, and Stephen Chappuis Classroom Assessment for Student Learning: Doing it right-Using it well Assessment Training Institute, 2004. ISBN 0-9655101-5-8 Timothy S. Brophy Assessing the Developing Child Musician: A Guide for General Music Teachers GIA Publishers, 2000. Thomas R. Guskey, Jane M. Bailey Developing Grading and Reporting Systems for Student Learning Corwin Press, 2000.