Measuring Student Growth in the Instrumental Classroom · Measuring Student Growth in the...

Measuring Student Growth in the Instrumental Music Classroom

Dr. Phillip M. Hash

Illinois State University

Normal, Illinois

pmhash@ilstu.edu

www.pmhmusic.weebly.com

Wednesday, July 11, 2018

ISU Band Director Workshop

Purpose

• Assessing student growth in school band and orchestra programs• Basic principles

• Definitions

• Performance Assessments

• Traditional Pencil/Paper Assessments

• Insuring Integrity of the Process

• Current Practices in Michigan

IL School Code on Evaluation (part 50)• Growth = at least 30% of eval score (after 2 yrs. implementation)

• Two or more assessments to determine student growth aligned to school improvement goals.

• Types of Assessments: (I) – standardized; (II) – district wide; (III) – teacher/school specific

• Includes: teacher-created, textbook publishers, work samples/portfolios, measures of student performance

• Specify growth expectations and how growth is calculated (data analysis)

• Must include at least one type I or II, and at least one type III unless• A district joint committee on evaluation can allow two type III for a particular classification of

teachers (e.g., music, PE, etc.)

• Interval of Instruction could be one year to the next

• Evaluation rating related to number of students meeting growth expectation

Basic Principles• Assessment = Art of the Possible

• Growth vs. Achievement

• Should NOT Dominate• What do you already do?

• Meaningful & Useful vs. “Hoops”

• Individual Student Progress

• Skills & Concepts vs. “the piece”

• Not necessarily for a Grade

• Administrators want music educators to lead their process

Assessment Terms• Reliability = Consistency

• Test/retest

• Interrater

• Validity = the extent to which an assessment measures what it intends• [Connect w/ IL Music Standards]

• Authentic Assessment = Demonstrate knowledge and skills in real-world context (e.g., performance)

• Psychometric = Pencil & paper test

Performance Assessment

Rubrics [examples in handout]• Assessment Tool Containing:

• Categories or Dimensions of Performance

• Multiple Levels of Achievement

• Descriptors for each level of each category

• Advantages• Improves reliability

• Informs student & teacher

• Focuses attention on whole performance

• Combine dim. scores into summative total

• OK to measure only a few categories

Analytic RubricBeginning Wind Instrument Performance Rubric

CATEGORY Well Developed (4) Developing (3) Emerging (2) Undeveloped (1)

Note

Accuracy

All notes are correct

A few note errors Several note errors Many note errors

Articulation

Student begins all

notes w/ “too” (vs.

air attacks) and

blows with

continuous air

Student usually

begins notes w/

“too” (vs. air

attacks) and/or

usually blows with

continuous air

Student sometimes

begins notes w/

“too” (vs. air

attacks) and/or

sometimes blows

with continuous air

Student rarely/never

begins notes with

“too” and

rarely/never blows

with continuous air

Rhythm The beat is always

steady, and all notes

values are correct

The beat is usually

steady, and/or a few

note values are

incorrect

The beat is

sometimes steady,

and/or several note

values are incorrect

The beat is

rarely/never steady,

and/or many note

values are incorrect

Total ____/12

Additive Rubric

• (Point awarded for each aspect of a dimension that is demonstrated)

Holistic Rubric (overall performance)

• OK to underline statements that apply and score using a decimal.

Wind Instrument Rubric Based on: Pennsbury School District

Fallsington, Pennsylvania

Instructor may use decimals (e.g., 4.5) to indicate aspects of multiple

descriptors.

5 – Student plays with clear and supported tone, steady

beat, correct pitches, rhythm, articulation, and perhaps

an isolated error.

4 – Student plays with mostly clear and supported tone,

steady beat, correct pitches, rhythm, and articulation,

but perhaps a few errors.

3 – Student plays with sometimes clear and supported

tone, inconsistent beat, and several mistakes in pitches,

rhythm, or articulation.

2 – Student plays with developing tone, unsteady beat,

and many mistakes in pitches, rhythm, and/or fingering

a particular note, and/or articulation.

1 – Student plays with underdeveloped tone, many

stops and starts, mostly incorrect pitches and rhythm,

seems very unsure of fingerings, and/or does not

articulate.

Creating a Rubric

• Determine Categories – between 3-5

• Write descriptors for different levels of proficiency (1-4 or 5) [Analytic]

• Short paragraph (2-4 sentences)

• Top (far left) describes the very best

• Bottom (far right) describes unacceptable

• 2-3 levels in between

• Constructive labels (excellent/needs work, Pro to novice, etc.) [see handout]

• Be prepared to pilot test & revise!!

• http://rubistar.4teachers.org/index.php

Rubistarhttp://rubistar.4teachers.org/

•Create rubrics using existing templates & descriptors

• Search other teachers’ rubrics for samples• Edit to fit your needs

• Free

Using the Rubric

• Distribute ahead of time• Self/Peer evaluation

• Be clear as to how the rubric will be used• Formative/Pretest/Ungraded

• Summative/Posttest/Graded

• Mastery Learning – Do it until it is of a high level

SmartMusic©

• Interactive practice and assessment tool

• Extensive Library

• Create, send, and grade assignments

• Students record performance and submit the grade (%), assessment screenshot, and recording.

• Correct notes and rhythms in green/ incorrect in red

• Accuracy of notes and rhythms only

• Most objective

• Educator = $40; Per Student = $4-$12

www.vocaroo.com

• Record or Upload (e.g. from smart phone)

• Very easy!

• Archived up to 5 months

• Sends link to an email address

• Download as .WAV or Mp3

• Useful for performance tests

• Rec function better for strings & WWs

Resources

Wendy Barden (Kjos) Paul Kimpton (GIA)

RCMDP Syllabi Components (10-11 levels)https://www.rcmusic.com/

• Progressive Curriculum for all instruments

• Repertoire (a & b lists)

• Technical Req. (scales, arpeggios)

• Ear Training• Intervals

• Clapback

• playback

• Sight reading

• Theory & History Tests are available

• Adapt as needed

Contest Ratings [Group Measure]

Contest Ratings: Advantages/Disadvantages

Advantages

• Third party assessment -Credibility

• Focuses on a major aspect of ensemble curr.

• Final ratings are likely reliable over time

• ISBE Type I Assessment(?)

Disadvantages

• Narrow: 3 pieces & sight reading at one point in time

• Ceiling effect

• Subject to outside influences

• Role of Contest?

Ratings Growth Example

Hypothetical Contest Ratings for One Ensemble over a Three-year Period

Judge 1 Judge 2 Judge 3Sight-

ReadingAverage

Annual

Increasea Final

Year 1 II III II II 2.25 - 2

Year 2 II II I II 1.75 22% 2

Year 3 I II I I 1.25 29% 1

Note: aTotal increase from year 1 to year 3 = 44%.

Solo/Ensemble Contest Ratings [Type I Assessment]

• Consider requiring S/E participation• Perhaps only two consecutive

grade levels (e.g., 6-7; 9-10)

• Need time to work w/ students

• Other considerations (e.g., $)

• Solos, duets, trios

• Use ABC grading chart (handout) or FJH (online) to standardize grade levels. OK to use ½ grades.

• Growth expectation• > grade/same rating

• Same grade/> rating

• > grade/one rating lower

• Wholistic, authentic assessment

Psychometric Tests[Refer to HS Orchestra Example & “Strategic Testing” article in Handout]

Uses•Theory

•History

•Listen

•Analyze

•Describe

•Evaluate

Psychometric TestsEimer (2007) [See sample HS orch. exam in handout]

• Goal = Test Clarity & Reduced Anxiety

• Give study guide

• Same basic format and scoring for every test

• Reasonable length

• No clues w/in the test

• Test important information/concepts

• Avoid T/F• Unreliable

• Matching• Only facts

• No more than 10 per set

• Same type/topic for each set

• Let student know how many times to use an answer

Multiple Choice

• Incomplete sentence (stem) w/ clear answer & 2-3 distractors

• Match grammar b/w stem & choices

• Choices alpha/numerical

• Stem longer than choices

• Avoid all/none of the above, a & c, etc.

11. ______ “Spring” from Vivaldi’s Four Seasons is

a. an early example of program music.

b. based on sonnets by a famous poet.

c. scored for strings, winds, and percussion.

12. ______ A classical symphony generally has movements arranged

a. fast-minuet-slow-fast.

b. fast-slow-minuet-fast.

c. fast-slow-slow-fast.

13. ______ Orchestral music of the classical era typically features

a. clear, symmetrical phrases.

b. polyphonic texture.

c. the brass section.

Psychometric Tests

• Essay & Short Answer• NOT for factual info

• Make connections, use higher order thinking skills, evaluate understanding

• Make expectation clear in question

• Grade w/ wholistic rubric

• [See HS Orchestra Example]• Notate & Respond

Insuring Integrity

• Demonstrate validity & reliability

• Demonstrate connection b/w state standards and assessments

• Explain/demonstrate process for creating, administering, & grading

• Archive recordings & other student work

Conclusion

•Work together

• Share good ideas• pmhash@ilstu.edu