Making it easy Making it work Brian Burnett Berkley MI Presented by MidMichigan Chapter Lets go on a journey Where shall we go Pick some places on the planet Theres so much to know ID: 503905
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Slide1
Authentic Assessment
Making it easy,
Making it work
.
Brian Burnett, Berkley, MI
Presented by Mid-Michigan ChapterSlide2
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!Slide3
Five Reasons to AssessReport progress to others
Feedback to the student
Homogeneous grouping
Evaluate instructional program
Extinguish unwanted behaviorsSlide4
Rubric StructureList 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.Slide5
Music Skill Criteria
Vocal Skill
Rhythm
Skill
Pitch
Steady
beat
Pattern
Pattern
Keyality-tonal center
Hand/body
position
Tone/
Diction
P
hasing
:
rush/drag
Citizenship
Literacy
reported
3rd+
Cooperation/Leadership
Form/Symbols
Cultures
Notation
: Rhythm/Pitch
Historic context
ImprovisationSlide6
Seating Chart/Riser Rows
GT
Suzy
Piano
L IEP
Jimmy
Huh
V
11/6
Nelson N
ew Kid
Vocal skill/ / / 3 3Formative/Formal 1 2 3 3 3Rhythm skill 4 4 4 4 4Literacy/ / / 2 3
44444
Key for the grade box is on the back of the paper with title and date of the Assessment. Interventions are dated.Slide7
Symbolic
Iconic
KinestheticSlide8
Student-led imitation- “pair/share” format
Four-beat patterns are analyzed for purpose:
connector or cadence.Slide9
connector
cadence
connector
cadence
Missasauga
rattlesnakes
Eat brown bread
If one bites you
You’ll wind up dead.
Iconic Building Blocks
If you make them longer than two,
You’ve left them nothing to do!Slide10
Improvisation Rubric4 The improvisation is Repeatable/Sing-able; not composition, but awareness.
3 The student creates cadences.
Rhythmic-connectors and cadences.
Melodic-tonal center or resting tone.
2 Illustrates the appropriate movement elements, tonal set or rhythmic set
1 The student follows the structureSlide11
Bloom’s Taxonomy
Synthesize
Evaluate
Analyze
Apply
Know-understandSlide12
Demonstrating mastery…
Symbols
Pictures Real world experiences
Manipulatives Oral languageSlide13
Demonstrating mastery…
Improvise
Read Write
Move Sing/PlaySlide14
Improvisation Structures
Student-led Imitation
Rhythm/Melodies to be completed
Call & Response
Building
Bricks
Question/Answer phrasesSlide15
Teaching ProcessMovement > Music/Music > Movement
Additive /
Layered
Phrase-rote/Echo imitation
Antiphonal-part or
hocket
Directed exploration
LiteracySlide16
“When you understand just enough to confuse everybody” … a bibliographyRichard 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.