Analysis of Assessment Procedures Presentation and Analysis of - - PDF document

Analysis of Assessment Procedures Presentation and Analysis of Assessment Data

Pre-Assessment/Diagnostic Assessment Data

• Analyze your pre-assessment results and discuss these results in reference to your learning goals and
• bjectives.

Each student was given a score out of 30 (5 points per question on the score marking test). The scores

• f the 24 students were:

26-30 (0 students) 20-25 (13 students) 15-19 (6 students) 10-14 (3 students) 5-9 (0 students) 0-4 (1 student, did not take) Removing the student that did not take the pre-test, my spread of scores was between 11 and 23. I expected students to be in the 14-18 range, so they were about where I expected and wanted them to be. The females had an average of 20 points, while the males only It was interesting that the IEP-identified score was much higher than the non-IEP score, because one third of the students in my class had gifted

• IEPs. The average score for ethnic/cultural groups was 22 and the majority group was 19. This was

because I only have two students not from the majority group and they are two of my 8 gifted IEP

• students. For the most part, students did really well on the rhythm diagramming, solfege labeling, and

defining of score markings. If any students struggled, in these areas, it was because they started on the wrong solfege syllable at the beginning of the piece, which made them off for the rest of it. Students did a fair job at writing in phrasing, my directions may not have been clear enough because several students identified where each phrase began and ended but didn’t add the dynamic markings to go with

• them. The biggest struggles, which I anticipated, were the translation and diction. I knew I had several

military students in the class that had been stationed overseas, in addition to the fact that MHS offers German as a language course, so I wanted to double check before I assumed that there was little knowledge of German.

• Describe how you used pre-assessment data to proceed with instruction for all students. What

specifically did you do for Focus Students A and B? Since students did fairly well on the diagramming of rhythms, labeling of solfege, and defining of score markings, I chose to not spend a whole lot of time reviewing those concepts. I expected students to apply what they knew of the rhythms, solfege, and markings as they sight-read and continued work on the piece. I spent a lot more of my time working on phrasing and diction. For Student A, I made sure to keep her engaged and focused on helping her classmates improve by making her a group leader for a lot

• f cooperative learning groups. I knew Student B was capable of doing much better on the quiz, but

found that he was much less self-confident than he led on and had a tendency to not want to try. For Student B, I made sure he was in a group that would encourage him by leading in the right direction and not letting him lose focus. When students were in their groups, I made a conscious effort to spend a

Entry 3, Part 3 ¡

lot of time in Student B’s group encouraging him and helping him to stay on task.

• Based on your data, how do you plan to differentiate for all learners?

Based on the data, I plan to make sure students that did not do as well on the pre-test were in cooperative learning groups with some of the highest scorers. This way the higher scoring students were pushed to think on a higher level to explain and teach a concept to someone else and the lower scoring students were with students that could help provide the support they need. After looking at the scores, I was shocked to see who a few of the lowest scorers were, as they were students I had anticipated to be among my top scorers. I resolved to check in with these students more often to make sure they understood concepts and to provide support, as needed. Formative Assessment Data

• Analyze your formative assessment results. Discuss results in reference to your learning goals and
• bjectives. Are students learning what you intended them to learn?

Both formative assessments were assessed on rubrics with 20 points possible on each. Each assessment had a few perfect scores and my lowest scores were 70% on the composition and 60% on the singing check-up. Each rubric was designed that if students met the objective, they would receive full points. The average score on both assessments was 18/20, meaning 80% of students met the learning

• bjectives. Although there is definitely room for improvement, I think 80% of students meeting the

learning objectives is a really good place to be going into the summative assessment. Results of the formative assessment are showing that students are learning what I intended.

• Discuss any adaptations based on the results of the formative assessments.

Based on the results of the assessments, I was able to identify which areas of the music students felt least comfortable with and was able to designate chunks out of my rehearsal time for those specific parts.

• Identify differentiation needed to help all students meet the goals and objectives of the unit.

Formative assessment 2 gave me a really good idea of where students were individually and allowed me to give them specific, individual feedback and strategies for improvement.

• Provide evidence that you are persistent in helping all your students succeed. What specifically did

you do for Focus Students A and B? Focus Student A achieved a perfect score on both assessments, so is already meeting the objectives. In

• rder to engage her, I gave her the opportunity to lead soprano sectionals. Although she achieved a

perfect score, I noticed Student A had a lot of tension in her voice during the singing check-up, so I altered my warm-ups to make sure students were more relaxed and stretched out, which benefitted

• everyone. Student B has made improvements since the pre-test. He achieved the objectives on the

composition, but missed the objective on the singing check-up, due to some diction issues. Since a few

• ther students had these difficulties too, I went back and reviewed the diction with everyone. I also

helped Student B with the diction during lunch one day.

• How did you report these results to your students to help them become more responsible for their own

learning? I gave students back their rubrics with specific, individual comments and suggestions to guide their practice and made sure to address common issues in my instruction. I made an effort to praise students let them know when they were doing something well to reinforce good singing.

• How did your students use this information to enhance their own learning?

Students used this information to guide their individual practice and sectional work. They were also able to recognize more quickly why I stopped when I stopped rehearsal. Summative Assessment Data

• Discuss these results in reference to your learning goals and objectives. Did students learn what you

intended them to learn? Specifically describe your evidence. As an ensemble, the students were able to achieve a 69/80 on the rubric, which meets the objective. 80% of the class met all of the objectives, which tells me they were learning what I intended for them to learn. My goal for students was for them to improve every day in rehearsal and be able to give a performance on their concert that they could be proud of and they did that. I would like to have students thinking at a HOTS level more often and spent more time on historical and theoretical concepts surrounding the piece, as well as more work with the translation. A quicker pace in rehearsal would help me have time to get to these things.

• Did Focus Students A and B learn what you intended them to learn? Specifically describe your

evidence. Student A learned what I intended for students to learn because she met every one of the unit

• bjectives. Not only was Student A able to meet the objectives, but was able to apply her knowledge in
• rder to help teach her peers. Even though he did not meet all of the unit objectives at the times of

assessment, Student B learned what I intended for him to learn. He was able to perform well on the concert and did well on both formative assessments, minus the diction hiccup, which he was able to fix with a bit of practice.

• Discuss at least one intervention for future instruction for any subgroup performing lower than the rest
• f the class. What changes could be made in this unit to help all students be successful?

My data shows that I need to find ways to adapt for my students with ADHD. I did not recognize this initially because my scores for students with an IEP were so high. Since I have so many gifted students they raise the average score quite a bit. I did not recognize it until I was trying to figure out why my scores for males and military-connected were so low and I realized that my 3 students with ADHD are all male and military-connected. I need to change my instruction so that it incorporates more movement and changes in activity to keep them engaged. ¡