Teacher Appraisal and Development System Supplemental

Teacher Appraisal and Development System

Supplemental Guidance for the

Students’ Progress Measure October 2012

HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 1

Table of Contents

Table of Contents .................................................................................................................................. 1

About Students’ Progress ...................................................................................................................... 2

How to Read this Document .................................................................................................................. 5

Pre-Kindergarten ................................................................................................................................... 6

Kindergarten .......................................................................................................................................... 7

Elementary Core Subjects ..................................................................................................................... 8

Middle School Core Subjects ................................................................................................................. 9

High School Core Subjects .................................................................................................................. 10

Special Education using the STAAR-Alternate ..................................................................................... 12

Bilingual/ESL Education ....................................................................................................................... 13

Gifted/Talented Education ................................................................................................................... 17

Career and Technical Education (CTE) ............................................................................................... 18

Elementary Art, Music, & Dance .......................................................................................................... 19

Sample summative assessments ..................................................................................................... 19

Middle School Theatre & Dance .......................................................................................................... 40


High School Art, Theatre, & Dance ...................................................................................................... 49



About Students’ Progress

BACKGROUND

In the 2012-2013 school year, Student Performance will be included as a component in the teacher

appraisal and development system. Combined with Instructional Practice and Professional

Expectations, the Student Performance component was designed to support what great teachers are

already doing—setting clear goals for themselves and their students and tracking progress throughout

the year to make sure every student learns as much as possible.

The Student Performance Guidebook details all of the measures of student learning, as well as the

processes appraisers and teachers should follow to implement this component. Students’ Progress on

district-wide or appraiser-approved summative assessments (Measure #3) or on performance tasks or

work products (Measure #4) represents two of the five measures of student learning.

Students’ Progress is a student learning measure that uses different types of summative

assessments to measure how much content and skill students learned over the duration of a

course or year, based on where they started the subject or course.

By taking student starting points into account and setting ambitious and feasible targets for students,

teachers can use the Students’ Progress measure to gauge how much individual students are learning

over the course of the year. A teacher may have up to three (3) Students’ Progress measures.

STUDENTS’ PROGRESS PROCESS

Once teachers have been assigned their measures, those who have a Students’ Progress measure

complete a four-step process:

https://www.houstonisd.org/portal/site/HumanResources/menuitem.ad2660175a2a37a580bea611e041f76a/?vgnextoid=7a7478c6ab5f6310VgnVCM10000028147fa6RCRD&vgnextchannel=3c75ebf3ba8d1310VgnVCM10000028147fa6RCRD


STARTING POINT CATEGORIES

In determining students’ starting points, or levels of preparedness for a subject or course, teachers

make holistic judgments of where individual students begin based on multiple sources of evidence,

such as prior year assessment data and beginning of year diagnostic assessments.

The guidance provided in this document generally offers one source of evidence in the form of prior-

year assessment data, particularly for teachers of core subjects. Teachers should use multiple sources

of evidence to determine the most appropriate starting point category for each student:

Starting Point

Category

Students have mastered…

4 all prerequisite objectives for the specific course/grade and some course/grade objectives

3 the vast majority of the prerequisite objectives for the specific course/grade

2 some but not all prerequisite objectives for the specific course/grade

1 few prerequisite objectives for the specific course/grade

GENERAL TIPS: DETERMINING STARTING POINTS AND GOALS

Here are some general best practices to keep in mind when determining student starting points and

setting goals for Student’s Progress measures (also found in Section V of the Student Performance

Guidebook):

When setting goals for Students’ Progress measures, remember that:

Best Practices for Goal-Setting by Starting Point Category

Make sure every student is accounted for

Assign each student to one starting point category only

Don’t worry about how big or how small each category is; set groups based on what’s

most appropriate for your students

Group students so that all or most students within a category are expected to meet the

goal (e.g., 100% of students in Starting Point Category 1 will score… or better)

Group students so that the goal is ambitious, yet attainable for each student per group

Take into consideration special populations and/or external factors

Think outside the box. There is no one “right” way to group your students (e.g.,

grouping by starting point categories 1-4 may not work for your class if your students

are generally split between high-level performance and low-level performance as the

range may be too wide).




Teachers set goals for each of the four starting point categories, not for individual students.

This means that the goal for each starting point category should be the minimum score that all

students in that category are expected to attain on the summative assessment being used as

the measure for that particular course.

The rigor of the assessment is a factor in the goals. It is preferable to have a rigorous

assessment with some items/portions that will challenge even the most high-performing

students than a less rigorous assessment that will enable some or many students to attain the

highest possible score.

For some examples of appropriate goals, see Section V of the Student Performance Guidebook.

CONTENTS OF THIS DOCUMENT

This document, the Supplemental Guidance for the Student’s Progress Measure, is intended to support

HISD teachers who have this measure assigned, as well as appraisers and other educators who work

with them, in carrying out the Students’ Progress process reliably. There are three main types of

guidance included in this document, as applicable to the various school levels, grade levels, and/or

subjects listed in the Table of Contents:

Starting point category guidance

Goal-setting guidance

Assessment development guidance (primarily for performance assessments, e.g., in the

arts)

COMING SOON

Guidance for additional courses/subject areas, such as Advanced Placement (AP) and Physical

Education (P.E.), will be developed in the near future and made available online.

For more information on this document or support with the Student Performance

process or online tool, please send an e-mail to [email protected]. For

questions about other aspects of the Effective Teachers Initiative, please contact

[email protected]


mailto:[email protected]

mailto:[email protected]


How to Read this Document

CONTENTS OF THIS DOCUMENT

The three main types of guidance included in this document, as applicable to the various school

levels, grade levels, and/or subjects listed in the Table of Contents, are:

Type of guidance offered in this document

Indicated throughout document with this icon

Starting point category guidance for core and some elective subjects/courses

Goal-setting guidance

Assessment development guidance and sample performance assessments/work products for core

enrichment (e.g., arts) subjects/courses

Educators carrying out the Students’ Progress process may use the Table of Contents to direct

themselves to the subject(s) most applicable to them, based on the students and courses they are

working with.

SAMPLE SUMMATIVE ASSESSMENTS

Sample summative assessments for potential use as Students’ Progress measures, which include

rubrics, performance tasks, and portions of written tests, are provided in this document for teachers of

the arts. These are SAMPLE assessments only, and NOT meant to be required. These materials were

submitted by HISD teachers of visual art, music, theatre, and dance. These materials may be used by

teachers to model their own summative assessments off of, but are NOT required for use.

Special thanks to the following teachers who contributed sample summative assessment materials in

the arts: Jared Berry (middle & high school theatre – [email protected]); Lori Bujung (middle

school dance); Catherine Clay (high school theatre – [email protected]); Dawn Danowski

(elementary music – [email protected]); Jennifer Davis (elementary music –

[email protected]); Carolyn Day (elementary and middle school visual art); Sanja Korman (high

school dance); Lynn Reynolds (elementary & middle school dance); and Mary Rogers (high school

visual art – [email protected]).


Students’ Progress Guidance: Pre-Kindergarten

Students’ Progress is a student learning measure that uses different types of summative assessments

to measure how much content and skill students learned over the duration of a course or year, based

on where they started the subject or course.

Pre-Kindergarten teachers should use beginning of year (BOY) data on the district-

wide assessments in language (either Frog Street or mCLASS) and math (Frog Street)

as sources of evidence for student starting points.

Pre-Kindergarten Language Arts – BOY Vocabulary Subtest

(English or Spanish)

If the student earned… Consider placing the student in Starting Point Category… Frog Street Test mCLASS CIRCLE Test*

21-30 21+ 4

16-20 16-20 3

11-15 11-15 2

0-10 0-10 1 * Note: The mCLASS picture vocabulary assessment is a computer-based, timed (one-minute) test. There are many more pictures in the test item bank (72) than what most students can realistically attempt in one minute. If the score ranges for this test seem low given that there are 72 items, it is because they reflect the fact that it is a one-minute timed assessment of picture vocabulary, and this source of evidence is based on BOY performance.

In math, Pre-K teachers will categorize students separately on two subtests/two Goals Worksheets: Cardinality (counting concrete objects) and Patterns.

Pre-Kindergarten Math – BOY Cardinality Subtest (English or Spanish)

If the student earned…

(out of 7 items)

Consider placing the student in Starting Point Category…

5+ 4

4 3

2-3 2

0-1 1

Pre-Kindergarten Math – BOY Patterns Subtest


If the student earned… (out of 7 items

5 identification + 2 copying)

Consider placing the student in Starting Point Category…

5+ 4

4 3

2-3 2

0-1 1

For the teacher appraisal and development system, the district has set centralized goals on four

subtests in the Pre-Kindergarten end of year assessments. For those targets, see Appendix D of the

Student Performance Guidebook.



Students’ Progress Guidance: Kindergarten




As one source of starting point evidence, Kindergarten teachers may use Pre-

Kindergarten end of year (EOY) assessment data in language and math on the

HISD/Lakeshore assessments (or on the mCLASS CIRCLE language assessment, if

used on the campus). While the district is not providing specific guidance by starting

point category on the TPRI/Tejas LEE at this time, beginning of year results from that

early reading assessment may be another source of evidence for teachers to use.

Pre-Kindergarten Language Arts – EOY Picture Vocabulary Subtest


If the student earned… Consider placing the student in Starting Point

Category… HISD/Lakeshore Test mCLASS CIRCLE Test*

45-50 or 45-55 4

40-44 or 34-44 3

30-39 or 26-33 2

0-29 or 0-25 1

* Note: The mCLASS picture vocabulary assessment is a computer-based, timed (one-minute) test. There are many more pictures in the test item bank (72) than what most students can realistically attempt in one minute. If the score ranges for this test seem low given that there are 72 items, it is because they reflect the fact that it is a one-minute timed assessment of picture vocabulary.

Pre-Kindergarten Math – EOY Concrete Objects & Patterns Subtests


If the student earned… (If the student does not meet BOTH criteria, he/she should

be placed in the next lower starting point category)

Consider placing the student in

Starting Point Category…

Counting Concrete Objects Subtest

Creating & Extending Patterns Subtest

(If the student could…)

20+ and Create and extend an ABC pattern 4

16-19 and Create and extend an ABB pattern 3

13-15 and Create and extend an AB pattern 2

0-12 and Extend an AB pattern 1

Measures and Goals

Worksheet Tip for

Kindergarten Teachers

All Kindergarten teachers

will have Reading, Math, and

English Language Arts as

required “courses” for

Students’ Progress. District-

wide pre-approved

assessments are available

for Kindergarten in Math,

Reading, and Writing, in

both English and Spanish.

For the Language Arts

Students’ Progress measure:

general education teachers

will have Language Arts-

Writing; bilingual/ESL

teachers will have Language

Arts-Listening & Speaking

(on TELPAS).


Students’ Progress Guidance: Elementary Core Subjects




As one source of starting point evidence, elementary teachers in the core subjects may

use the prior-year Stanford/Aprenda and/or STAAR data from the previous grade level

of the subject. While the district is not providing specific guidance by starting point

category on the TPRI/Tejas LEE at this time, beginning of year results from that early

reading assessment may be another source of evidence for teachers to use.

Stanford/Aprenda Assessments, Grades K-5 (Used as a prior-year source of evidence for Grades 1-6 courses)

If, on the prior-year Stanford/Aprenda assessment in any subject relevant to the current-year course, the student scored… Consider placing the student in

Starting Point Category… Percentile Rank (PR)* Normal Curve Equivalent (NCE)*

75-99 64-99 4

50-74 50-63 3

25-49 36-49 2

1-24 1-35 1

* Either PRs or NCEs may be used. These PRs and NCEs were adapted from “A Normal Distribution of Stanines,

Percentile Ranks, and Normal Curve Equivalents,” Pearson 2011.

STAAR EOY Assessments, Grades 3-5 (Used as a prior-year source of evidence for Grades 4-6 courses)

3rd Grade 4th Grade 5th Grade Consider placing the student in

Starting Point Category…

Reading Math Reading Math Writing* Reading Math Science

# Questions Correct # Questions Correct # Questions Correct

31-40 36-46 34-44 37-46 22-28 36-46 39-50 34-44 4

21-30 24-35 23-33 25-36 15-21 24-35 26-38 23-33 3

11-20 12-23 12-22 13-24 8-14 12-23 13-25 12-22 2

0-10 0-11 0-11 0-12 0-7 0-11 0-12 0-11 1

* Multiple-choice questions only.


Students’ Progress Guidance: Middle School Core Subjects




As one source of starting point evidence, middle school teachers in the core subjects

may use prior-year Stanford/Aprenda and/or STAAR data from the same subject or a

related subject.

Stanford/Aprenda Assessments, Grades 5-7 (Use as a prior-year source of evidence for Grades 6-8 courses)



75-99 64-99 4

50-74 50-63 3

25-49 36-49 2

1-24 1-35 1



STAAR EOY Assessments, Grades 5-7 (Used as a prior-year source of evidence for Grades 6-8 courses)

5th Grade 6th Grade 7th Grade Consider placing the student in Starting Point

Category…

Reading Math Science Math Science Reading Math Writing*

# Questions Correct # Questions

Correct # Questions Correct

36-46 39-50 34-44 39-50 34-44 39-50 44-54 31-40 4

24-35 26-38 23-33 26-38 23-33 26-38 29-43 21-30 3

12-23 13-25 12-22 13-25 12-22 13-25 14-28 11-20 2

0-11 0-12 0-11 0-12 0-11 0-12 0-13 0-10 1

* Multiple-choice questions only.


Students’ Progress Guidance: High School Core Subjects




As one source of starting point evidence, high school teachers of core courses may

use prior-year Stanford/Aprenda and/or STAAR data from the same subject or a

related subject. Elective teachers may also consider using prior-year Stanford/Aprenda

or STAAR data from a related subject as one of their sources of evidence.

Stanford/Aprenda Assessments, Grade 8 (Use as a prior-year source of evidence for Grade 9 students/courses)



75-99 64-99 4

50-74 50-63 3

25-49 36-49 2

1-24 1-35 1



STAAR EOY Assessments, Grade 8

(Use as a prior-year source of evidence for Grade 9 students/courses)

Consider placing the student in

Starting Point Category… Reading Math Science

Social Studies

# Questions Correct

40-52 43-56 44-54 40-52 4

27-39 29-42 28-43 27-39 3

14-26 15-28 14-27 14-26 2

0-13 0-14 0-13 0-13 1

High school guidance continued on next page.


Students’ Progress Guidance: High School Core Subjects (continued)

Note that for the STAAR EOC assessments below, the Phase I standards set by TEA

were applied. The numbers of questions correct correspond to Phase I cut scores. This

guidance will be updated to reflect Phase II and Recommended standards,

respectively.

STAAR EOC Assessments, Grade 9 (Used as a prior-year source of evidence for students in Grade 10)

English Language Arts History Consider placing

student in Starting

Point Category

ENG I - Reading

ENG I - Writing

ENG II - Reading

ENG II - Writing

ENG III - Reading

ENG III - Writing

US History

World Geog.

World History

# Questions Correct # Questions Correct

46-56 57-62 45-56 55-62 35-56 47-62 55-68 57-68 54-68 4

30-45 40-56 27-44 38-54 21-34 33-46 28-54 31-56 31-53 3

15-29 20-39 14-26 19-37 11-20 17-32 14-27 16-30 16-30 2

0-14 0-19 0-13 0-18 0-10 0-16 0-13 0-15 0-15 1

STAAR EOC Assessments, Grade 9 (Used as a prior-year source of evidence for students in Grade 10)

Mathematics Science

Consider placing the student in Starting Point Category… Algebra I Algebra II Geometry Biology Chemistry Physics

# Questions Correct # Questions Correct

42-54 32-50 40-52 45-54 43-52 39-50 4

20-41 19-31 18-39 20-44 21-42 19-38 3

10-19 10-18 9-17 10-19 11-20 10-18 2

0-9 0-9 0-8 0-9 0-10 0-9 1


Students’ Progress Guidance: Special Education using the STAAR-Alternate




Special Education teachers should use diagnostic assessments and/or prior-year data,

which may include previous attainment of IEP goals, to determine the most appropriate

starting point category for each student. For students who will take the STAAR-

Alternate assessment, teachers may use STAAR-Alternate Complexity Levels as a

guideline for starting point categories – see the table below. Starting point category 4

is not appropriate for these students; they should be placed in categories 1, 2, and 3.

Guidance on setting goals for the four starting point categories of students taking the

STAAR-Alt is also included below. The goal refers to the minimum percentage of

indicators on the STAAR-Alt (indicators are the four TEKS objectives that must be

taught under each subject area) that the student is expected to master. That is, of the

four (4) indicators, mastering 4/4 = 100%, 3/4 = 75%, 2/4 = 50%, and 1/4 = 25%.

If the student will take the following Complexity Level of the STAAR-Alt assessment…

Consider placing student in Starting Point Category…

Consider setting the goal at…

No level 4

Do not place students taking STAAR-Alt in

starting point category 4

100*

3 (Application of Knowledge) 3 75

2 (Basic Recall) 2 50

1 (Beginning Awareness) 1 25 *While teachers should not place students taking the STAAR-Alt in starting point category 4, the Student Performance online tool requires the teacher to enter a goal for each category, so the teacher should enter “100.”

To establish starting points for students who do not take the STAAR-Alt,

teachers should refer to the Individualized Education Plan (IEP) and other prior

and diagnostic assessment data. They may also refer to the IEP in setting goals

for each starting point category. This may consist of the teacher examining the

IEP goals of all the students in each starting point category, and determining a

percentage (goal) that teacher and appraiser agree would represent ambitious

but feasible progress for that group of students. For students who take the

STAAR-Modified, teachers may establish starting points using the sources of

evidence and score ranges on Stanford/Aprenda (and STAAR where available)

for the core subjects contained previously in this document.

Measures and

Goals Worksheet

Tip for Appraisers

of Special

Education

Teachers:

Recall that for all

Students’ Progress

measures, four (4)

students who take

the summative

assessment is the

minimum roster

size. In assigning

measures to

Special Education

teachers who have

students taking the

STAAR-Alternate,

appraisers should

prioritize the

courses in which

teachers have

more than four (4)

students.

http://www.tea.state.tx.us/student.assessment/special-ed/staaralt/complevel/


Students’ Progress Guidance: Bilingual/ESL Education



on where they started the subject or course. The TELPAS assessment for English language learners is

a required Students’ Progress measure in Grades K-2 and 9-12. TELPAS-Reading is used as a

Comparative Growth measure in Grades 3-8.

As their primary source of starting point evidence, bilingual/ESL teachers of ELL

students in these grades (K-2 and 9-12) should use prior-year TELPAS scores, or, if

prior-year data are not available, the TELPAS rubrics, as a source of evidence for

starting points. Note that the tables on the following pages reference the Global

Definitions of the Proficiency Levels used on TELPAS, which apply generally to all

language domains. Teachers may also wish to consult the domain-specific (Listening, Speaking, and

Reading) Summary Statements. The Global Definitions, Summary Statements, and full Descriptors are

all included in the Educator Guide to the TELPAS Grades K-12 (PDF posted 12/20/11). While the

district is not providing specific guidance by starting point category on the TPRI/Tejas LEE at this time,

beginning of year results from that reading assessment in the early grades may be another source of

evidence for teachers to use in determining starting points.

For Kindergarten and Grade 1, in which only the Listening and Speaking portions of the TELPAS

assessment are combined as the required measure, levels or points for each of those portions are

combined into a composite score by the teacher when entering starting point categories and goals. This

is outlined in the “Points on TELPAS Rubric (BOY)” columns in the tables for Kindergarten and Grade 1

on the following pages.

Please see the tables on the following pages for starting point guidance for teachers of

ELL students on the TELPAS assessment. Centralized goals are also included.

http://www.tea.state.tx.us/student.assessment/ell/telpas/


TELPAS Listening & Speaking Starting Point Guidance and Centralized Goals for Kindergarten

Starting Point Category

Descriptors

(Source: TELPAS Global Definitions

of the Proficiency Levels)

Points on TELPAS

Rubric (BoY)

Sum of student levels in

Listening and Speaking

Place Student in

Starting Point

Category…

EoY Goals

L = Listening, S = Speaking

Bilingual: Gain 1

point (Grow 1 level in

L or S)

ESL: Gain 2 points

(Grow 1 level in

L and S)

Advanced high (4) students have attained a command of English that enables them, with minimal second language acquisition support, to engage in regular, all-English academic instruction at their grade level.

7-8

(Adv. in L or S, AH in L

or S, OR AH in both L &

S

4 8

Advanced High

L and S

8

Advanced High

L and S

Advanced (3) students are able to engage in grade-appropriate academic instruction in English, although ongoing second language acquisition support is needed to help them understand and use grade-appropriate language. These students function beyond the level of simple, routinely used English.

5-6

(Int. in L or S, Adv. in L

or S, OR Adv. in both L

& S)

3 6-7

Advanced L or S,

Advanced High

L or S

7-8

Advanced High

L and S

Intermediate (2) students have some ability to understand and use English. They can function in social and academic settings as long as the tasks require them to understand and use simple language structures and high-frequency vocabulary in routine contexts.

3-4

(Beg. in L or S, Int. in L

or S, OR Int. in both L &

S)

2 4-5

Intermediate

L or S,

Advanced L or S

5-6

Advanced

L and S

Beginning (1) students have little or no ability to understand and use English. They may know a little English but not enough to function meaningfully in social or academic settings.

2

(1 S + 1L)

1 3

Beginning L or S,

Int. L or S

4

Intermediate

L and S


TELPAS Listening & Speaking Starting Point Guidance and Centralized Goals for Grade 1

Starting Point Category

Descriptors

(Source: TELPAS Global Definitions

of the Proficiency Levels)

Use if NO prior year TELPAS

Points on TELPAS Rubric

(BOY)

Sum of student levels in Listening and

Speaking from prior year TELPAS

Place Student

in Starting

Point Category

EOY Goal

L = Listening, S = Speaking

For all ELLs:

Gain 2 points (Grow 1 level

in L and 1 level in S)

Advanced high (4) students have attained a command of

English that enables them, with minimal second

language acquisition support, to engage in regular, all-

English academic instruction at their grade level.

8

Advanced High

L and S

4 8

Advanced High

L and S

Advanced (3) students are able to engage in grade-

appropriate academic instruction in English, although

ongoing second language acquisition support is needed

to help them understand and use grade-appropriate

language. These students function beyond the level of

simple, routinely used English.

6-7

Advanced High in L or S +

Advanced in L or S, OR

Advanced in L and S

3 8

Advanced High

L and S

Intermediate (2) students have some ability to

understand and use English. They can function in social

and academic settings as long as the tasks require them

to understand and use simple language structures and

high-frequency vocabulary in routine contexts.

4-5

Advanced in L or S +

Intermediate in L or S, OR

Intermediate in L and S

2 6-7

Advanced

L and S

Beginning (1) students have little or no ability to

understand and use English. They may know a little

English but not enough to function meaningfully in social

or academic settings.

2-3

Intermediate in L or S +

Beginning in L or S, OR

Beginning in L and S

1 4-5

Intermediate

L and S


TELPAS Listening & Speaking Starting Point Guidance and Centralized Goals for Grades 2 and 9-12

Did Student take

TELPAS in the

prior year?

Starting Point for Current Year

(based on Reading only)

Goal

(TELPAS-Reading)

Yes 4 - Prior TELPAS-Reading result: Advanced High 4

Advanced High

3 - Prior TELPAS-Reading result: Advanced 4

Advanced High

2 - Prior TELPAS-Reading result: Intermediate 3

Advanced

1 - Prior TELPAS-Reading result: Beginning 2

Intermediate

No 4 - Advanced high students have attained a command of English that enables them, with minimal

second language acquisition support, to engage in regular, all-English academic instruction at their

grade level.

4

Advanced High

3 - Advanced students are able to engage in grade-appropriate academic instruction in English,

although ongoing second language acquisition support is needed to help them understand and use

grade-appropriate language. These students function beyond the level of simple, routinely used

English.

4

Advanced High

2 - Intermediate students have some ability to understand and use English. They can function in social

and academic settings as long as the tasks require them to understand and use simple language

structures and high-frequency vocabulary in routine contexts.

3

Advanced

1 – Beginning students have little or no ability to understand and use English. They may know a little

English but not enough to function meaningfully in social or academic settings.

** Use TELPAS Listening and Speaking only – no Reading **

2

Intermediate

(L and S only)


Students’ Progress Guidance: Gifted/Talented Education


assessments to measure how much content and skill students learned over the duration of a course

or year, based on where they started the subject or course.

In general, most G/T students should be placed in categories 3 and 4, and

starting point category 1 is not appropriate for these advanced students. For

students recently identified for Vanguard (Gifted/Talented) or other advanced

programs, teachers may consider using data from student’s Gifted/Talented

Identification Matrix for K-12 (found under ‘Forms’ at the bottom of the page) as

one source of evidence.

For students established in Gifted/Talented education programs, the ranges for the

Stanford/Aprenda STAAR, where available, may be additional relevant sources of evidence

for starting points. Teachers should use the ranges on

Stanford/Aprenda and STAAR suggested previously in this document in

the guidance for core subjects. The Standards for Vanguard (G/T)

programs, specifically the criteria for Student Success/Expectations

(Standard 8, excerpted below) could also be considered as a source of

evidence for starting points. Standards for students to remain in G/T

programs are:

• G/T students shall be expected to score above grade level on the district required Stanford/Aprenda as appropriate. LEP/Sp. Ed./504 students (see box at right) will be expected to show annual growth on these or related assessments when tested in the same language.

• G/T students shall be expected to score at the commended level on TAKS (updated: Advanced level on STAAR)

• G/T students enrolled in AP/IB classes that have corresponding College Board/International Baccalaureate exams shall be encouraged to take related exams.

• Students who do not meet the academic standards listed above or who do not meet promotion standards will be placed on a Growth Plan for a minimum of one grading cycle.

o While starting point categories 3 and 4 are appropriate for the vast majority of G/T students, starting point category 2 may be the most appropriate for those on a Growth Plan.

Multiply Identified

Some students identified as

gifted/talented are also

identified for English as a

Second Language (ESL, or as

ELL/LEP) or for Special

Education services. Teachers

of these students may also

consider the guidance for

Bilingual/ESL Education and

Special Education contained

in this document.

http://www.houstonisd.org/portal/site/GiftedTalented/menuitem.bd254c56a4b0602797f68e39e041f76a/?vgnextoid=17228f4f73200110VgnVCM10000028147fa6RCRD&vgnextfmt=default

http://www.houstonisd.org/portal/site/GiftedTalented/menuitem.bd254c56a4b0602797f68e39e041f76a/?vgnextoid=17228f4f73200110VgnVCM10000028147fa6RCRD&vgnextfmt=default

http://www.houstonisd.org/portal/site/giftedtalented/menuitem.4573e27b3b8d5219929cf2fce041f76a/?vgnextoid=6e4c66f597929110VgnVCM10000028147fa6RCRD&vgnextfmt=default

http://www.houstonisd.org/portal/site/giftedtalented/menuitem.4573e27b3b8d5219929cf2fce041f76a/?vgnextoid=6e4c66f597929110VgnVCM10000028147fa6RCRD&vgnextfmt=default


Students’ Progress Guidance: Career and Technical Education (CTE)




GENERAL GUIDANCE

The vast majority of teachers of Career and Technical Education (CTE) courses

will have 2 or 3 Students’ Progress measures, and most of those will be

appraiser-approved (teacher-created or teacher-identified) assessments. In

considering what kind of summative assessment would be most appropriate for

the course, the teacher might consider a performance task directly related to key

course objectives and evaluate students on a rubric. The teacher might choose to give a written test

in addition to a performance task, and combine the two for the summative assessment – or, if the

teacher teaches only one course, to use them as two separate, comprehensive measures for the

one course.

Teachers of CTE courses should use any diagnostic assessments or prior-year

data in subjects related to the current course to determine the most appropriate

starting point category (1-4) for each student.

To set appropriate end-of-course goals for each starting point category – that is,

targets on the summative assessment – teachers of CTE courses must consider

what would represent “ambitious and feasible” progress for students in each

category. For example, for students in starting point category 1, with few

prerequisites for the course, an appropriate goal might be a score of 65 on the

summative assessment. For CTE courses that have a certification option (e.g., cosmetology), a

certain (passing) score on the certification exam could be an appropriate goal (and an appropriate

assessment).

COMING SOON

Additional guidance in the form of sample rubrics and performance tasks for some CTE courses will

be made available online in the fall of 2012.


Students’ Progress Guidance: Elementary Art, Music, & Dance




For their sources of evidence for starting point categories, elementary teachers of

arts subjects/courses should consider using:

Diagnostic assessments or pre-assessments, such as a written and/or

performance-based skills test. This could include the first unit test or

performance assessment for the course. Note that a diagnostic or pre-

assessment is not the same assessment given at the beginning of the course

(which should to include prior knowledge/objectives) and at the end of the

course (which should include all key course objectives and perhaps even

some “stretch” objectives from the next level of the course).

Prior-year grades in the previous level of the course, or in a related course


Sample summative assessments for use as Students’ Progress measures,

which include rubrics, performance tasks, and portions of written tests, are

provided in this document for teachers of the arts.

These are SAMPLE assessments only, and NOT meant to be required. These

materials were submitted by HISD teachers of the arts. They do not all follow the same format, as

they represent what expert teachers in the arts feel could be used to best assess their courses.

These materials may be used by teachers as a model for their own summative assessments, but

are NOT required assessments.


Art (Elementary)

Sample A.

Upper Elementary Visual Art

Diagnostic/Pre-Assessment (beginning of year)

The sample assessment below may be adapted for any upper-elementary grade and used as one

source of evidence in determining student starting points at the beginning of the school year.

___________________________________________________

Sample Diagnostic/Benchmark Assessment (for the Student)

1. Which of these three paintings is considered a still life painting? Circle your answer.

2. A line that goes up and down is called a _________________________________line.

3. What primary colors do you mix to get orange? _____________& ______________

4. Black, white and all shades of grey are called _______________________________.

5. The name of this painting is____________________________.

http://www.allposters.com/-sp/Starry-Night-c-1889-Posters_i6216702_.htm


6. With colored pencils draw a portrait in the rectangle below using only cool colors.

7. In the rectangle below use fine-tip markers to draw an animal using the five basic shapes.

Make a patterned border around the edge of the rectangle using only two complimentary

colors.

8. In the rectangle below draw a circle overlapping a triangle using secondary colors. Make an

A, B, C pattern border all the way around the rectangle using only primary colors.

9. Circle the object below that is a form.


10. In the rectangle below draw an object found in nature. Show texture on your drawing.

11. Circle the object that is an example of radial symmetry.

12. In this rectangle draw an abstract artwork using only geometric lines. Name two of the types

of lines that you used in your drawing.

13. Any color with white added to it is called a _____________. Any color with black added to it

is called a ______________. Any color with gray added to it is called a ______________.

Score: ________/13 = ________% # correct


Sample B

Elementary Art Summative Assessment:

Self-Portrait

General Description: A unit in which students create a self-portrait is an appropriate summative

performance assessment in any grade, K-5. This assessment provides a profile of a student’s

knowledge and understanding of mastered artistic expression and response. It has distinct

sequential components that are all essential in creating a product that utilizes the semester’s entire

scope of work, which includes study of the self-portraits of renowned artists.

Timeframe: Four 45-minute class periods

Alignment to the TEKS: This task allows students to demonstrate mastery within the four basic

strands of Perception, Creative Expression/Performance, Historical and Cultural Heritage and

Critical Evaluation. Specifically it is based on these standards:

Kindergarten: K.1 A-B, K.2 A-C, K.3 A-B, K.4 A-B

Grade 1: 1.1 A-B, 1.2 A-C, 1.3 A-C, 1.4 A-B

Grade 2: 2.1 A-B, 2.2 A-C, 2.3 A-B, 2.4 A-C

Grade 3: 3.1 A-B, 3.2 A-C, 3.3 A-B, 3.4 A-B

Grade 4: 4.1 A-C, 4.2 A-C, 4.3 A-B, 4.4 A-B

Grade 5: 5.1 A-B, 5.2 A-C, 5.3 A, 5.4 A-B

Evaluation: In addition to the teacher assessing student self-portraits using a grade-appropriate

rubric (not provided in this document – see note under ‘Additional Resources’ below), students in

Grades 3-5 may be asked to critique their own and each other’s work using a rubric and the Art

Critique Worksheet (provided).

Additional Resources:

o Google Images: Search “self-portraits of Picasso,” which produces a myriad of images that display a wide array of styles from various decades of his life. At least ten different periods of art are represented in his self-portraits alone.

o www.rcampus.com: iRubric feature has sample rubrics that can be adapted to measure the TEKS for visual arts for the various grade levels.

Instructions to students (appropriate for upper elementary – can be adapted and facilitated/

delivered orally to younger students) are contained on the next page.

http://www.rcampus.com/


___________________________________________________

Sample B (continued)

Summative Assessment: Self-Portrait (for the Student)

Directions:

1. View examples of self-portraits created by renowned artists from different periods of art.

Leonardo Da Vinci, Pablo Picasso and Vincent Van Gogh are three artists who created many self-portraits that vary greatly. Pablo Picasso alone has self-portraits that bridge his entire life and several styles of art.

Select one self-portrait of interest to you. Compile information about the subject of the self-portrait by taking notes. You will notice that information provided with many self-portraits includes interests, cultural designs, and other items that are clues to tell you more about that person.

2. Examine elements and principles of art and design that the self-portrait utilizes. Add to your

notes.

3. Consider a style and perspective (2D or 3D?) that you want to use for the style of your own self-portrait. The size of your portrait is pre-determined: a 16” x 20” life-size portrait of your head and shoulders.

4. Consider materials appropriate to carry out your portrait. You are not limited to one medium.

Produce a materials list for your project.

5. Develop a color palette and determine an artistic style that you identify with best.

6. Plan your self-portrait, referring to your notes. You want to make an original creation that pays homage to the original style of the self-portrait that influenced your selection.

7. Write a few paragraphs describing:

o How you identify with the style of art you selected. o Your design choices and the effectiveness of the elements and principles of art and

design that you incorporated in your self-portrait. Be sure to use the vocabulary of an artist. This is your own story to accompany your self-portrait.

8. Be prepared to critique your own work and the work of your peers using a rubric and the Art Critique Worksheet during a class gallery walk.


Sample C

Grades 3-5 Art Critique Worksheet

(for the Student)

Background on the Art Critique

Looking at art is much more than whether “I like it,” or “I don’t like it.” Art is viewed through rules

called the elements and principles of art and design. When we look at art using these rules, we call

it a critique. An art critique is a way of looking at art and discussing art without being an expert. All

the artist asks is that you look closely at the work and consider his/her thoughts as he/she was

creating the art. Critiquing art doesn’t come immediately. It takes a little time. What an art critique

does is give each viewer a way to interact with the art and become a part of the experience. The

more you study the art the more likely you will come to a better understanding of the artist’s

intentions.

When looking at art, you as the viewer are convinced that the artist has a secret message inside the

artwork that only you can uncover. A critique helps the viewer collect hints as to what the hidden

message is. When you critique, first you identify, then you describe what you see. Then you

analyze your findings and interpret what you see. After reviewing these four criteria you can then

make some judgments.

Directions for Class Gallery Walk: Walk around and view your classmates’ self-portraits. Each piece

is numbered. For each piece:

1. Identify:

The title

The artist

The time

The place

2. Describe: What do you see and how does it make you feel?

3. Analyze:

How does the artist use the elements and principles of art and design to organize

his/her art and communicate his/her artistic intent?

How does the artist pay homage to a specific cultural heritage?

4. Interpret: What does the artist want you to take with you after viewing his/her artwork?

5. Judgment: What are your personal opinions about this artwork?

After writing your thoughtful response, place it on the wall by the corresponding artwork. State any

comments regarding an artwork in artistic terms. Avoid making it personal.


Music (Elementary)

Sample D

Kindergarten Summative Assessment

Overview: Recordings or live performances of known or unknown music can be used to assess.

The entire assessment can be given using one song, if desired. The teacher plays or performs the

musical example, then questions students on each musical element, and uses the rubric provided

to evaluate students. Students should have at least 3 opportunities to demonstrate knowledge of

each element (except beat). Student responses can be given verbally, written on answer sheets

(see next page), or displayed with answer cards. Beat can only be assessed through moving,

playing an instrument, or drawing during the example. Verbal responses require individual

evaluation, whereas the answer sheet or answer cards would allow for a faster, whole group

assessment.

Alignment to the TEKS: This Kindergarten assessment covers the following Kindergarten Music

TEKS:

K.1.A. Identify the difference between the singing and speaking voice

K.4.A. Identify steady beat in musical performances

K.4.B. Identify higher/lower, louder/softer, faster/slower, and same/different in musical

performances

A partial sample test is shown on the next page. Alternately, the illustrations could be made into

different answer cards.


Sample D (continued)

Partial Sample Kindergarten Assessment

(for the Student)

Part 1. Identify Long/Short: Circle the “Long block” for long sounds. Circle the “Short block” for short

sounds.

1.

Long Short

2.

Long Short

3.

Long Short

Part 2. Identify Voices: Circle the voice you hear.

1. 2. 3. 4.

Picture representations for the other elements could include:

High/Low - bird/frog

Fast/Slow - rabbit/turtle

Loud/Soft - sun/moon

Same/Different - circle-circle/circle-square

Name: .

Kindergarten Music First Semester

EM1AK: Read icons for long and short sounds and silence in duple meter

Circle the “Long block” when you hear long sounds.

Circle the “Short block” when you hear short sounds.

Name: .





Name: .





Name: .





Name: .





Name: .






Rubric for Kindergarten Summative Assessment

(for use with Sample D)

Standards ↓ 1

Beginning 2

Developing 3

Mastered

Identify High/Low

Cannot correctly identify high or low (0-1 correct)

Sometimes correctly identifies high or low (2 correct)

Corrrectly identifies high or low (All 3 correct)

Identify Fast/Slow

Cannot correctly identify fast or slow (0-1 correct)

Sometimes correctly identifies fast or slow (2 correct)

Corrrectly identifies fast or slow (All 3 correct)

Identify Loud/Soft

Cannot correctly identify loud or soft (0-1 correct)

Sometimes correctly identifies loud or soft (2 correct)

Corrrectly identifies loud or soft (All 3 correct)

Identify Long/Short Cannot correctly identify long or short (0-1 correct)

Sometimes correctly identifies long or short (2 correct)

Corrrectly identifies long or short (All 3 correct)

Identify Same/Different

Cannot correctly identify same or different (0-1 correct)

Sometimes correctly identifies same or different (2 correct)

Corrrectly identifies same or different (All 3 correct)

Identify Voices

Can indentify 2 or fewer voices

Correctly identifies 3 voices

Correctly identifies all 4 voices

Identify/Perform Beat

No steady beat Sometimes steady but does not remain consistent for more than 8 beats

Consistently steady for 16 beats

Scoring: Totals Subtotal each column.

Then add across for the total points in the

‘Final Score’ box.

Subtotal: Subtotal: Subtotal: Final Score:

Final Score and Performance Level (circle one):

7-10 points = Beginning

11-17 points = Developing

18-21 points = Mastered


Sample E

Elementary Music Rhythm and Melody Assessment Rubric

Overview: This rubric has been created to assess elementary music knowledge of rhythm and

melody. The rubric is generic—meaning that it can be used for any elementary grade level and at

the beginning, middle, and/or end of the year. Customize the rubric for the specific situation by

filling in the elements that are being assessed. The rubric is structured for individual student

assessment.

For example, when using this rubric to assess a second grade student at the beginning of the year

as a source of evidence for starting points, fill in the rhythmic and melodic elements that were

taught in first grade (quarter note, paired eight note, quarter rest). When using the rubric for the

students at the end of second grade, for example, fill in the rhythmic and melodic elements taught in

second grade as well as any “stretch” elements taught to prepare students for third-grade music.

There are areas where a 4-beat pattern is recommended; however, if you are assessing upper

elementary students, that could be changed to a longer phrase. Overall, this document is meant to

be a framework for teachers to use. It can be customized in any way to fill a particular classroom

situation. If desired, the rubric can be split into one for rhythmic elements and one for melodic

elements.

The sample rubric is on the next page. Note that under the last element, Melodic Elements: Visual

or written Representation, the visual representation can be notes on a staff, a line drawing of the

melodic contour, or use of manipulatives such as Unifix cubes.


Elementary Music Assessment Rubric - Rhythm and Melody (Sample E, continued) Student Name: Grade: Date of Assessment: Score:

Rhythmic Elements Assessed: TEKS:

Melodic Elements Assessed: TEKS:

Element ↓ Unable (0 pts)

Poor: 1 point Fair: 2 points Good: 3 points Excellent: 4 points

Rhythmic Elements: Aural

Student is unable to complete the task.

When the teacher claps a 4-beat pattern, the student repeats the pattern and says the rhythm syllables with three or more errors.

When the teacher claps a 4-beat pattern, the student repeats the pattern and says the appropriate rhythm syllables with 2 errors.

When the teacher claps a 4-beat pattern, the student can repeat the pattern and say the appropriate rhythm syllables with 1 error.

When the teacher claps a 4-beat pattern, the student can repeat the pattern and say the appropriate rhythm syllables with no errors.

Rhythmic Elements: Written


When the teacher claps a 4-beat pattern, the student writes rhythm syllables with 3 or more errors.

When the teacher claps a 4-beat pattern, the student can write the appropriate rhythm syllables with no more than 2 errors.

When the teacher claps a 4-beat pattern, the student can write the appropriate rhythm syllables with 1 error.

When the teacher claps a 4-beat pattern, the student can write the appropriate rhythm syllables with no errors.

Rhythmic Accuracy: Reading


When the teacher presents the student with a written 4-beat rhythm, the student claps the rhythm and uses rhythm syllables with 3 or more errors.

When the teacher presents the student with a written 4-beat rhythm, the student is able to accurately clap the rhythm and use the appropriate rhythm syllables with no more than 2 errors.

When the teacher presents the student with a written 4-beat rhythm, the student is able to accurately clap the rhythm and use the appropriate rhythm syllables with no more than 1 error.

When the teacher presents the student with a written 4-beat rhythm, the student is able to accurately clap the rhythm and use the appropriate rhythm syllables with no errors.

Melodic Elements: Solfege hand-signs


When the teacher sings a 4-beat series of pitches using solfege syllables, the student echoes the phrase using the hand signs with 3 or more errors.

When the teacher sings a 4-beat series of pitches using solfege syllables, the student is able to echo the phrase using the correct hand signs with no more than 2 errors.

When the teacher sings a 4-beat series of pitches using solfege syllables, the student is able to echo the phrase using the correct hand signs with no more than 1 error.

When the teacher sings a 4-beat series of pitches using solfege syllables, the student is able to echo the phrase using the correct hand signs with no errors.

Melodic Elements: Visual or written Representation


Student creates a visual representation of a well-known song or 4-beat melodic phrase with 3 or more errors.

Student creates a visual representation of a well-known song or 4-beat melodic phrase with no more than 2 errors.

Student creates a visual representation of a well-known song or 4-beat melodic phrase with no more than 1 error.

Student creates a visual representation of a well-known song or 4-beat melodic phrase with no errors.


Sample F

Fourth Grade Music “Texas Our Texas” Words Assessment

This assessment may be administered in writing or orally. It is only a portion of a larger written test,

which may be used in conjunction with the summative performance assessment described in Sample

E. It is based on TEKS 117.15 5(B), the proposed new TEKS revision.

Student Name: ___________________________________________ Date:_____________________

Texas, Our Texas

Verse 1

Texas, Our Texas! All hail the _____ State!

Texas, Our Texas! So wonderful so ____!

_____ and grandest, withstanding ev'ry test

O ______ wide and glorious, you stand supremely blest.

Chorus

God bless you Texas! And keep you _____ and strong,

That you may grow in power and _____, throughout the ages long.

God bless you Texas! And keep you brave and ____,

That you may grow in ____ and worth, throughout the ages long.

Verse 2

Texas, O Texas! Your freeborn single _____,

Sends out its radiance to _____ near and far,

Emblem of _____! It set our hearts aglow,

With thoughts of San Jacinto and glorious _______.

(Chorus)

Verse 3

Texas, dear Texas! From tyrant grip now _____,

Shines forth in splendor, your ___ of destiny!

Mother of ____, we come your children true,

Proclaiming our allegiance, our faith, our ____ for you.

(Chorus)

Score _______ / 16 = ________ %

NOTE: The teacher may choose to revise this document by omitting the word list, and/or use another

patriotic song (i.e., the Star-Spangled Banner) required in the TEKS.

Word List

heroes

great

brave

star

freedom

love

mighty

Alamo

worth

strong

star

nations

free

empire


Sample G

Upper Elementary Instrumental Performance Rubric

Overview: This rubric can be used to assess an individual instrumental performance on any band

instrument, recorder, or xylophone. A video or audio recording of each student’s performance is

recommended in order to thoroughly assess each element. Although written for 5th Grade, the rubric is

appropriate for any upper elementary performance.

Alignment to the TEKS: This rubric measures knowledge of the following Fifth Grade Music TEKS:

5.1(B) use standard terminology in explaining music, music notation, musical instruments and voices,

and musical performances

5.2(A) perform independently, with accurate intonation and rhythm, demonstrating fundamental skills

and basic performance techniques

5.2(B) perform expressively, from memory and notation, a varied repertoire of music representing styles

from diverse cultures

5.3(A) read standard notation

5.3(C) read and write music that incorporates rhythmic patterns in various meters

5.3(D) identify music symbols and terms referring to dynamics, tempo, and articulation

5.5(C) perform music and movement from diverse cultures

5.5(D) perform music representative of American and Texas heritage

The sample rubric can be found on the next page.


Sample G (continued)

Upper Elementary Instrumental Performance Rubric

Levels →

Criteria ↓ 1 2 3 4 N/A

Beat *Inconsistent beat

*Stops/restarts twice or more

*Inconsistent beat

*Stops/restarts once

*Initially steady beat, may speed up or slow down

*No stopping

*Flawless, steady beat throughout

*No stopping

Rhythm *6+ missed rhythms *4-5 missed rhythms *2-3 missed rhythms *0-1 missed rhythms

Pitch *7+ missed notes *5-6 missed notes *3-4 missed notes *0-2 missed notes

Hand Position/

Fingerings

*Incorrect hand position

*Many incorrect fingerings/holes are not completely covered

*Correct hand position

*Many incorrect fingerings/holes are not completely covered.

*Correct hand position *One or two notes are played with incorrect fingerings/holes not completely covered.

*Correct hand position

*All correct fingerings/all holes completely covered

Tone

*Blasting

*Unsteady tone

*Unsupported/not enough air to play many pitches

*Fuzzy tone

*Some notes do not speak

*Nice sound overall, but some notes sound forced/pinched

*Strong and supported, not forced

Articulation

*No articulations are played correctly, or

*All notes are played slurred or tongued

*4-6 measures of missed articulations

*2-3 measures of missed articulations

*All written articulations are played

Sticking

*4 or more errors - Sticking patterns are frequently incorrect

*3 errors in sticking patterns *1-2 errors in sticking patterns *All sticking patterns are played correctly

Percussion

Technique

*3 or more errors - No evidence of correct playing technique. Does not pay attention to palm position or the use of wrists to move the stick/mallet.

*2 errors - Correct playing technique is sometimes used. Palms face up most of the time. Most of the time elbows move the stick/mallet.

*1 error - Correct playing technique is usually used. Palms face up sometimes. Sometimes elbows move the stick/mallet instead of wrists.

*Correct playing technique. Palms are down; fingers are used to control the level of bounce. Wrists move the stick/mallet.


Dance (Elementary)

Sample H.

Summative Performance Assessment Plan – Grades PreK-2

Overview: Students will perform a teacher-generated creative movement sequence that they have

repeatedly practiced in the classroom for at least a month. The sequence might contain different arm

movements, turns, level changes, locomotor movements, characterizations, imagery, etc. Students will:

practice the dance in the classroom with the whole class;

perform the dance in the classroom in assessment groups of four (4) students; and

listen to class audience members respond/evaluate the personal dance style and presentation

of the performers.

The assessment for this in-class performance will count for the whole summative grade.

Timeline: This will depend on the number of students in each class. However, with students coming to

class once a week it is realistic to plan on at least a two-week timeline for testing.

Day Lesson Task Assessment Response/Evaluation

Day 1 Short warm up Short class practice of the creative movement sequence being tested

Predetermined testing groups are called to perform the creative movement sequence at least twice

Members of the class verbally report on the well-executed movements they saw in the groups, and elements of good presentation such as dynamics, facial expression and energy. The teacher should lead this discussion and could prompt the students with questions like, “Did you see someone smiling?”, “Who had very strong arm movements?”, “Was someone turning very fast?”, etc.

Day 2 Same Same Same Same


This sample assessment is based on the following TEKS:

Dance.PreK.1C Imitate dance terms and vocabularies (body parts, locomotor and axial movements)

Dance.PreK.2E Perform an improvisational movement phrase for teacher and peers

Dance.PreK.2F Practice performing in front of teacher and peers

Dance.PreK.4B Use words to identify the images and feelings in dance works

Dance.PreK.4D Begin to practice appropriate audience behavior during live performances

Dance.K.1C Demonstrate dance terms and vocabularies (body parts, locomotor and axial movements)

by moving and speaking dance languages

Dance.K.2E Perform a short movement phrase for teacher and peers

Dance.K.2F Practice performance skills with focus and confidence

Dance.K.4B Contribute to group discussions about dance works guided by the teacher using basic

dance vocabulary (level and shape)

Dance.K.4D Begin to practice appropriate audience behavior during live performances

Dance.1.1C Demonstrate basic dance terms (i.e. plié, contraction grapevine, isolation) and

vocabularies for a variety of dance forms by moving and speaking dance languages

Dance.1.2E Perform movement studies for reflection and incorporate teacher and peer feedback

Dance.1.2F Practice performance skills with concentration and clarity

Dance.1.4B Contribute to group discussions about dance works using basic dance vocabulary (i.e.

shape, level, direction and fast/slow tempo)

Dance.1.4D Practice appropriate audience behavior during live performances

Dance.2.1C Demonstrate (moving and speaking) beginning technical dance terms and vocabularies for

a variety of dance forms

Dance.2.2E Perform movement studies for teacher and peer feedback to improve composition and

performance skills

Dance.2.2F Practice performance skills of simple dance patterns and improvised movement with

concentration, clarity and expression

Dance.2.4B Contribute to group discussions of dance works describing similarities and differences of

dance elements used in various dance forms

Dance.2.4D Model appropriate audience behavior during live performances

Note: A rubric for evaluating the assessment in Sample H is included after Sample I below.


Sample I.

Summative Performance Assessment Plan – Grades 3-5

Overview: Students will perform a teacher generated dance that may have been created for a spring

dance show or demonstration. Students will:

practice the dance in the classroom with the whole class;

perform the dance in the classroom in assessment groups of four (4) students; and

listen to class audience members respond/evaluate the personal dance style and presentation

of the performers.

The assessment for this in-class performance will count for the whole summative grade.

Timeline: This will depend on the number of students in each class. However, with students coming to

class once a week it is realistic to plan on at least a two week timeline for testing.

Day Lesson Task Assessment Response/Evaluation

Day 1 Short warm up Short class practice of the dance being tested

Predetermined testing groups are called to perform the dance at least twice

Members of the class verbally report on the well-executed movements they saw in the groups, and elements of good presentation such as dynamics, facial expression and energy

Day 2 Same Same Same Same

This sample assessment is based on the following TEKS:

Dance.3.1C. Execute (moving and speaking) beginning technical dance terms and vocabularies for a

variety of dance forms

Dance.3.2E. Perform dances using teacher review criteria for teacher and peer feedback and to

improve composition and performance skills

Dance.3.2F. Practice performance skills of memorized dance patterns and improvised movement with

concentration, clarity and expression

Dance.3.4A. Discuss personal reactions to dance content and themes

Dance.3.4D. Model appropriate audience behavior during live performances.

Dance.4.1C. Execute (moving and speaking) intermediate technical dance terms and vocabularies for



Dance.4.2E. Perform dances using teacher review criteria for teacher, peer, and self-evaluation and for

the purpose of refining composition and performance skills

Dance.4.2F. Practice performance skills of memorized dance sequences and improvised movement

with commitment and clarity to convey meaning

Dance.4.4A. Compare the main ideas of dances from a variety of dance forms

Dance.4.4D. Model appropriate audience behavior and practice engagement during live performances

Dance.5.1C. Execute (moving and speaking) intermediate technical dance terms and vocabularies for


Dance.5.2E. Perform dances using teacher review criteria for teacher, peer and self-evaluation and for

the purpose of refining composition and performance skills

Dance.5.2F. Practice performance skills of memorized complex dance sequences and improvised

movement with greater accuracy, focus, energy and intent

Dance.5.4A. Recognize and explain how dance uses symbolism to convey dance ideas

Dance.5.4D. Model appropriate audience behavior and practice engagement during live performances

Note: A rubric and score sheet for evaluating the assessments in Sample H (Grades PreK-2) and

Sample I (Grades 3-5) is included below.


Sample Rubric & Scoring Chart for Dance Summative Assessment

Pre-Kindergarten through Grade 5

(for use with both Sample H and Sample I)

Performance Level (and Point Value) → Performance Criterion (and Value) ↓

1 2 3 4

Scores

Performance Etiquette (20%)

Student does not show an understanding of proper behavior in front of an audience. (5 points)

Student is able to demonstrate proper behavior in front of an audience and/or off-stage. (10 points)

Student is able to distinguish between appropriate and inappropriate performance etiquette. (15 points)

Student is able to evaluate the performance etiquette of self and others. (20 points)

Points for Performance Etiquette: __________

Technical Skills (40%) Rubric continued on next page.

Student shows understanding of kinesthetic awareness and demonstrates basic dance terms for a variety of dance forms and locomotor movements. (10 points)

Student incorporates increasing kinesthetic awareness and consistently demonstrates basic dance terms for a variety of dance forms and locomotor movements. (20 points)

Student performs basic dance kinesthetic awareness in various body directions, spatial patterns and formations. Student demonstrates basic dance terms with some balance, alignment and articulation. Student explores more complex locomotor movements. (30 points)

Student performs basic dance terms with appropriate alignment, balance and body articulation. Student successfully performs complex combinations of locomotor movements. (40 points)

Points for Technical Skills: __________


Sample Elementary Dance Rubric, cont’d. Sight Reading/ Memory (20%)

Student recognizes and demonstrates some of the movement shown in dance class. (5 points)

Student quickly recognizes and demonstrates half of the movement shown in dance class. (10 points)

Student quickly recognizes and demonstrates over half of the movements shown in dance class. (15 points)

Student quickly recognizes and demonstrates almost all of the movements shown in dance class. (20 points)

Points for Sight Reading/ Memory: __________

Presentation of Choreography and Personal Artistry (20%)

Student displays performance skills with concentration and clarity. (5 points)

Student displays performance skills with concentration, clarity and expression. (10 points)

Student displays performance skills with concentration, clarity and an intent to convey meaning. (15 points)

Student displays performance skills with greater accuracy, focus, energy and intent. (20 points)

Points for Presentation: __________

Total Summative Score

___________


Students’ Progress Guidance: Middle School Theatre & Dance




For their sources of evidence for starting point categories, teachers of middle

school courses in the arts should consider using:





(which needs to include prior knowledge/objectives) and at the end of the








These are SAMPLE assessments only, and NOT meant to be required. These materials were

submitted by HISD teachers of the arts. These samples do not all follow the same format, as they

represent what expert teachers in the arts feel could be used to best assess their courses. These

materials may be used by teachers as a model for their own summative assessments, but are NOT

required assessments. Note that there is currently no sample assessment available for middle

school music, but sample music assessments can be found in the elementary section and adapted

for the secondary level. Similarly, there is currently no sample assessment available for middle

school visual art, but elementary and high school examples are included in this document.


Theatre (Middle School)

Sample J.

Summative Performance Assessment Ideas

Devised Theatre: After creating a play (in rehearsal, over the course of 3-5 weeks) through

improvisation, students doing a unit on devised theatre would record what was said in the form of a

script, and then perform the play for a final grade.

Scripted Play or Scenes from a Play: After rehearsing (staging scenes, memorizing lines, running

scenes, trying new ideas in scenes, creating detailed characters, working on diction, projection, and

being heard) a scripted play for 3-5 weeks, students perform a play or scenes in front of an

audience (either before the public or their peers in class).

Theatre-in-Education: (Theatre-in-Education is a didactic form of theatre intended to teach the

audience something). After creating a play through rehearsal in class (over the course of 3-5

weeks) on a topic of students’ choice, students perform a piece of theatre-in-education before the

given audience.

Theatre Practitioner Unit: After studying and putting into practice the methods of a theatre

practitioner during the rehearsal period (such as Konstantin Stanislavski, Anne Bogart, Viola Spolin,

Augusto Boal, or Lynn Murray), students perform a given piece that illustrates a method of working

from the given practitioner.

Improvisation: Improvisation is theatre without a script, or “making things up as you go along.”

With middle school students, the rigor of a unit on improvisation lies in the frequent use of listening

skills, awareness of an actor’s partner, and yielding control of a scene. After learning, practicing,

and mastering concepts needed for optimal improvisation through improvisation games and

formulas during the rehearsal period (of 3-5 weeks), students do a final improvisation performance

for a grade.

Sample assessment ideas are based on the following TEKS:

6.1, 7.1, 8.1, A-D. Perception: The student develops concepts about self, human relationships, and

the environment, using elements of drama and conventions of theatre.

6.2, 7.2, 8.2, A-D. Creative expression/performance: The student interprets characters, using the

voice and body expressively, and creates dramatizations.

6.3, 7.3, 8.3, A-D. Creative expression/performance: The student applies design, directing, and

theatre production concepts and skills.

6.4, 7.4, 8.4, A-D. Historical/cultural heritage: The student relates theatre to history, society, and

culture.


Sample Rubrics - Theatre Arts grades 6, 7, 8

The teacher could use the following rubrics to evaluate both rehearsal and performance for any of

assessments listed on the previous page (Sample J).

Sample Rubric for Rehearsal (50 points)

REHEARSAL (Group Work: Initiative & Verbal Input)

Performance Level

Point Range

Student stays seated (or does not participate). Student doesn’t volunteer ideas.

1 0-10

Student has to be pressed to take part. Student makes no comments on ideas of others. Student is unenthusiastic about developing character & unclear about aims.

2 11-20

Student takes lead from others but does take part willingly. Student responds to ideas of others. Student occasionally offers their own ideas. Student relies on script and is unsure how to develop character.

3 21-30

Student is not a leader but enthusiastic about task. Student can explain their ideas clearly. Student is willing to work with script & develop ideas around text. Student is clear about group aims.

4 31-40

Student takes the initiative and leads group from outset. Student can articulate ideas and listen well to others. Student can develop script & add interesting dialogue. Student can improvise and experiment with character.

5 41-50

STUDENT SCORE: _________

Sample Rubric for Performance (50 points)

PERFORMANCE Performance

Level Point Range

Student mumbles and is not in role. Student is not engaged with the piece.

1 0-10

Student lacks awareness of others on stage. Student may laugh/communicate with audience and is not convincing in role. Student has not really thought about what I am doing.

2 11-20

Student can be heard throughout some of the piece. Student dips in and out of role and gets distracted. Student is aware of others when addressing them/being addressed. Student has given this performance some thought.

3 21-30

Student speaks clearly throughout the piece. Student stays in role throughout most of the piece. Student is aware of others. Student creates a developed character.

4 31-40

Student speaks with clarity and uses good diction. Student stays in role throughout. Student shows awareness of others on stage. Student creates a well-developed character.

5 41-50

STUDENT SCORE: _________


Dance (Middle School)

Sample K. Summative Performance Task

Solo/Ensemble Elements of Choreography

Overview: Students will choreograph a 2 minute solo. Students will:

Decide on a theme based on a statement/poem/ or instrumental music

Choose composition arrangements to support the theme

Invent movement that best expresses the idea

Plan and incorporate lighting, sound, and props

Design costume that supports the theme

Have tech and dress rehearsals

Perform the final product for the class

The assessments from this process count for half of students’ grade. The other half is a

comprehensive test. Grades will be given for preparation.

Timeline: 15 class days (1hr 10 min.) for approx. 6 weeks

Most class day pre-performance will consist of:

1st - A lesson with a specific task relating to objective for that day’s rehearsal

2nd - Warm up/technique

3rd - Student rehearsal

Performance days will be solely performance and critiques. On performance day, all students will

help facilitate as technical and backstage assistants. Student will be responsible for lights, sound,

costume and prop changes. Jobs will be rotated. Students will analyze and critique each scene.

Day Lesson Task Assessment

Day 1 Introduction of Unit: Solo/Ensemble Elements of Choreography AB/ABA/ Canon/Call and Response/Narration

1. Create a word, phrase, or sentence to describe yourself. 2. Create a movement sequence to support your description of yourself. Be sure both the movement and the phrase have a beginning, middle, and end. 3. Adjust movement by changing elements of time, space, or energy. 4. Do the phrase, and repeat it with the

Briefly describe the phrases of the dance clearly explaining how the middle is different (ABA).


changes. 5. Use this phrase to audition any dancers you may want to cast.

Day 2 Discuss “How to Audition Dancers”

Audition dancers with your phrase

Audition, and cast ensemble dancers

Day 3 Discuss The Principles of Dance Composition. Talk about incorporating Current Dance Technique into the dance. Student may also use basic axial and locomotor movements, climax, and resolution

Choose a theme (motif) for your dance. Decide on accompaniment for your dance (poem, instrumental music, silence).

Turn your theme and accompaniment in. Tell why the accompaniment supports the theme. Music Assessment

Day 4 Discuss transitions, and how to connect phrases, improvisation, and weight sharing

Create a map of pathways, and forms to support the theme. Discuss future classes and deadlines (i.e., costume)

Turn in map

Day 5 Performance Review 1 Peer Review Teacher Assessment

Day 6 Discuss sequencing, contrast

Vocabulary Test

Day 7 Discuss working cooperatively in groups

Connect the phrases with the transitions. Explore partnering skills that make the dance visually interesting

Day 8 Discuss costuming, character, and theme

Rehearse in costume with props

Costume Assessment

Day 9 Discuss tech jobs and assignments

Tech Rehearsal Vocabulary Test

Day 10 Performance Review 2 Peer Review Teacher Assessment

Day 11 Discuss Performance Criteria/Grading

Dress Rehearsal N/A

Day 12 N/A Peer Review Performance Assessment

Day 13 N/A Peer Review Performance Assessment

Day 14 N/A N/A Final Exam

Day 15 N/A N/A Final Exam

This sample assessment is based on the TEKS for middle school dance (Strands 1, 2, and 4, although these are currently undergoing revision). The following Principles of Composition also serve as a basis for this task:

A. Climax and Resolution 1. every dance has a beginning, middle, and end 2. the climax is the high point of the dance 3. the resolution dissolves or settles the dance

B. Contrast 1. adds interest to the dance


2. unlike movements are combined or juxtaposed C. Repetition

1. allows the audience to become familiar with the movements D. Sequencing and Development

1. the ordering of movements in a meaningful way E. Transition

1. a method of connecting dance phrases F. Unity

1. all the dance parts work together in a balanced, harmonious way G. Variety

1. a variety of dance movements engages and holds the audience's interest

Sample assessment for middle school dance may be evaluated using the rubric on the following

pages.


Sample Rubric & Scoring Chart for Dance Summative Assessment

Grades 6-8 (for use with Sample K)

Performance Level (and Point Value) → Performance Criterion (and Value) ↓

1 2 3 4

Scores

Performance Etiquette (20%)

Student does not show an understanding of proper behavior in front of an audience. (5 points)

Student is able to demonstrate proper behavior in front of an audience and/or off-stage. (10 points)

Student is able to distinguish between appropriate and inappropriate performance etiquette. (15 points)

Student is able to evaluate the performance etiquette of self and others. (20 points)

Points for Performance Etiquette: __________

Technical Skills (40%) Rubric continued on next page.

Student shows an understanding of personal and shared space, alignment, balance, articulation of isolated body parts and basic locomotor movements. (10 points)

Student demonstrates increasing kinesthetic awareness, more consistent alignment and balance, higher articulation of isolated body parts and more complex locomotor movements (20 points)

Student incorporates kinesthetic awareness in various body directions, spatial patterns and formations. Student incorporates consistent alignment, balance and articulation of isolated body parts at increasing levels of dance skills and locomotor movements. (30 points)

Student performs technical skills with advanced awareness of all spatial dance patterns and formations. Student performs technical skills with appropriate alignment, balance, and body articulation. Student successfully performs complex combinations of locomotor movements. (40 points)

Points for Technical Skills: __________


Sample Middle School Dance Rubric, cont’d. Sight Reading/ Memory (20%)

Student quickly recognizes at least 30% of dance movement shown in dance class and demonstrates at least 20% of dance movement shown in dance class. (5 points)


Student quickly recognizes at least 70% of dance movement shown in dance class and demonstrates at least at least 60% of dance movement shown in dance class. (15 points)


Points for Sight Reading/ Memory: __________

Presentation of Choreography and Personal Artistry (20%)

Student performs with clarity and accuracy with an awareness of the importance of musicality. (5 points)

Student performs with the intent to communicate with and to project to an audience, and with an awareness of musicality. (10 points)

Student performs with focus, energy, musicality, and artistic expression. (15 points)

Student performs with artistry, commitment, musicality, and stylistic nuance. (20 points)

Points for Presentation: __________

Total Summative Score

___________

An alternate/additional sample rubric for middle school dance can be found on the next page.


Middle School Dance

Performance Assessment Rubric

(Additional Sample)

CRITERIA WEIGHT UNSATISFACTORY (Below Standard)

PROFICIENT (Minimum Standard)

ADVANCED (Exceptional Performance)

Understanding 25%

Student is unable to show a clear understanding of the elements studied 0…14

Student has basic understanding of the elements 15…20

Student demonstrates an exceptional understanding of the elements studied 21…25

Practice 25%

Student did not rehearse and was therefore unprepared for the assessment 0…14

Student has rehearsed regularly 15…20

Student is well rehearsed 21…25

Performance 25%

Student is unable to display a mastery of skills, and performance etiquette 0…14

Student is able to display an adequate mastery of the skills rehearsed, and of performance etiquette 15…20

Student displays an exceptional mastery of the skills rehearsed, and performance etiquette. 21…25

Overall Impact Energy, Enthusiasm, Sincerity

15%

Student has little energy or enthusiasm in their presentation of the elements. 0….5

Student has good energy in performing the elements and skills 6…10

Student has great energy and enthusiasm in their performance of the elements 11…15

Citizenship Willing to help others cooperatively

10%

Student worked alone, but was unable to cooperate with others and create a tech team 1…5

Student worked well with others and is willing to help others succeed 6….7

Student was extremely helpful with the other students and worked cooperatively within various groups 8…10


Students’ Progress Guidance: High School Art, Theatre, & Dance




For their sources of evidence for starting point categories, teachers of high school

courses in the arts should consider using:





(which needs to include prior knowledge/objectives) and at the end of the








These are SAMPLE assessments only, and NOT meant to be required. These materials were

submitted by HISD teachers of the arts. They do not all follow the same format, as they represent

what expert teachers in the arts feel could be used to best assess their courses. These materials

may be used by teachers as models for their own summative assessments, but are NOT required

assessments. Note that there is currently no sample assessment available for high school music,

but sample music assessments can be found in the elementary section and adapted for the

secondary level.


Art (High School)

Sample L

Art 1a Diagnostic/Benchmark Assessment (beginning of course)

Overview: Art 1 is the foundation/prerequisite course for all other high school art courses. The

following tasks are intended to help teachers diagnose students’ experiences with beginning art

concepts and skills at the start of the course. They may be used as sources of evidence for student

starting points for beginning art classes, including Art1a, PAP Art 1a, and Pre-IB Art 1a.

Timeline: The diagnostic/benchmark assessment is presented at the start of the second full week of

class and is designed to take one class period. This will allow late enrollees and those with

schedule changes to join the class. Despite class shifts/student mobility, the teacher still has time to

gather evidence of student preparation, as this benchmark may be used by all teachers in a PLC.

The assessment document is easily transferred.

Alignment to TEKS: This benchmark focuses strongly on Strand 1 (Perception, 9.1A-12.1A) and

Strand 2 (Expression and Performance 9.2A-11.2A) of the high school TEKS, Grades 9-12.

___________________________________________________

Sample Diagnostic/Benchmark Assessment:

Chair and Tree Perspective (for the Student)

Name: __________________________________ Date: ___________ Class Period: _____

Perspective Assessment

Exercise 1: On the back of this page, imagine and then draw the following scene.

Three trees of the same type and maturity are at different distances from the viewer (you).

The first tree is less than 50 feet away. The second tree is approximately 300 feet away

(about the length of a football field). The third tree is a mile away, in the far distance.

You may place the trees in any type of scenery and can use any kind of tree, provided that

they are all the same type of tree, and about the same age. Please take some time to

consider the arrangement of your work, where it will be set, and if you want to add anything

besides the trees to make the artwork feel finished.

You may work in black and white or in color.

Exercise 2: Below, sketch a chair as accurately and in as much detail as you can. If you are

familiar with linear perspective, draw as many as you know how to: a chair in one-point perspective,

a chair in two-point perspective, and a chair in three-point perspective.


Sample M

Art 1a Diagnostic/Benchmark Exercise: “Getting to Know You”

(beginning of course)

Overview: This questionnaire provides a task for the first day of class, and is a quick way to get a

sense of previous experience as well as language skills. If the diagnostic/benchmark assessment

above is used as the first source of evidence for student starting point categories, this student

survey could serve as an additional source.

___________________________________________________

“Getting to Know You” (for the Student)

Name: Age: Grade:

Previous Art Classes: (Where, with whom, what level, what medium?)

If you have had extensive formal or informal art training, do you think you will be challenged by this art class, or do you wish to speak with me about doing advanced level work?

What was the most “fun” art thing you have ever done?

What was the most truly meaningful thing you have done that you call “art?”

Do you have a favorite artist, art work, or period of art? Tell me what it is and explain, if you can, what you think attracts you to this particular work.


What do you think you are the best at in art?

In what other area do you excel? (biology, reading car mechanics, swimming, washing dishes, etc.)

What new things do you want to learn in an art class?

Do you have any challenges that I should be aware of? (poor eyesight or hearing, unable to get supplies, language difficulties, ADD, work schedule, outside job?)

If you were an animal, what would you be? Draw yourself as this animal and list at least three character traits you have in common with this animal. You may use any medium.


Sample N

Art 1a Studio Final Assessment:

“Room in Perspective” Studio Final Performance Assessment

(end of course)

A combination of this studio final and a written test comprise the final assessment. Using both will

allow all students to receive accurate credit for their understanding of concepts and mastery of

technique. This is particularly important and appropriate for students just acquiring English

language skills. Short answer combined with demonstration avoids the “right/wrong” answer issue

with using strictly multiple-choice testing.

This entire studio performance assessment is worth 60 possible points (see rubric below). The

written test that follows the performance assessment is worth 50 points, for a total of 110 possible

points on the final assessment (performance assessment and written test combined).

___________________________________________________

“Room in Perspective” Studio Final Performance Assessment

Rubric (for the teacher) and Checklist (for the student)

Possible Points for Drawing: 50 (8 points for each of the five criteria below) + 10 points (paragraph)

Criteria → Perspective

Use of one & two point

perspective

Value

Some curved objects painted

in rendered value; planar

objects painted in flat value

Depth of Space

Use of deep space with

foreground, mid-ground,

& background

Color

Use of color scheme

Light

Use of light source; cast

shadows

Points ↓ (award # of points with an X under each column)

Total Points

(sum across

each row)

8

7

6

5

4

3

2

1

+ Up to 10 possible points for paragraph. Paragraph must clearly explain the student’s process using correct vocabulary and complete sentences.

Score: (out of 60)


Sample O

Art 1a Studio Final Assessment:

Room in Perspective

(end of course - for the Student)

Directions: Create a believable three dimensional space using linear perspective and other techniques taught this semester. Samples → Requirements:

Painted in acrylic

Size 11” x 14”

Space or room in either one-point or two-point perspective

Objects in the room in both one- and two- point perspective

Single eye-level

Objects with rendered value and flat value used to create form

Glimpse of either an exterior space or another interior space, which shows foreground, mid-ground, and background.

Choose appropriate color scheme

Maintain one light source

Shade objects appropriately

Flat objects with flat value

Curved or round objects with rendered value

Objects become lighter or have less clarity as they recede from the viewer

Include cast shadows

On the back of the studio final type:

Name: _____________________________ Class Period: _______

In paragraph form: Explain the concepts you used to create your room. Be sure to include: color

scheme, and all the various ways you developed illusions of depth. Be specific, explaining where

you used one & two point perspective, types of shading etc.

The studio portion of the final will be completed in class during the last two weeks of the semester.

It will count as 50 points of your final exam. The remaining 50

points will come from a vocabulary test during exams.

Note: Studio final will be completed in class; it may not be

taken home. If additional time is needed, students may come

to lunch tutorials. Students have available a large selection of

visual examples created in previous years, both in hardcopy

and on computer.


Sample P

Art 1a Written Test: Vocabulary

Overview: This is a sample written test – a vocabulary assessment given at the end of the semester

during the designated exam period. The vocabulary covers concepts and skills built over the entire

semester. Allowing for short answer and “drawn” demonstrations of concepts gives a clear

indication of student growth. This exam is worth 50 possible points.

___________________________________________________

Written Test (for the Student)

Name: Class Period:

Instructions: Define the terms and answer the questions below.

1. Composition:

2. Explain the difference between shape and form. Explain in words and draw a simple example of each.

3. Picture plane:

4. Illusion of space:

5. Positive and Negative Space: Explain and give a simple example.

6. Monochromatic color scheme:


7. Rendered value: Define and draw an example.

8. Flat value: Define and draw an example.

9. On the back of this page draw and completely label a color wheel. Include primaries, secondaries, and tertiaries.

10. What is the difference between value and intensity as they relate to color?

11. What is the horizon line?

12. Line:

13. Mixed Media: Define and give an example.

14. Draw a checkerboard in one-point perspective. Leave all working lines in place.

15. What is a tint of the color red?

16-18. We have studied many different rendering techniques. List 3.


19-25. We have studied many ways that artists create space before the development of linear or mechanical perspective. (Hint: there are at least 16.) List, explain, and draw a simple visual example of 8 of these concepts. You may use watercolor, colored pencil, or regular drawing pencils (no acrylic).


Theatre (High School)

Sample Q

Theatre Arts Duet Scene

Final Performance Unit Plan

Overview: Students will, with a partner:

Find and memorize a 3-5 minute scene from a play

Design, draw, and execute a set design

Design, draw and execute a costume design

Plan and incorporate lighting, sound and props

Have line, blocking, character, tech and dress rehearsals

Perform the final product for the class

This scene will count as the performance ½ of your final exam grade; the other ½ will be a

comprehensive test.

Keep this sheet in your folder and bring to class every day. Bring your script, a pencil and

assignments to class every day. Pay attention to the due dates for assignments. Daily grades will

be given for rehearsals.

Most class days pre-performance will consist of:

1st half: Lesson with a specific task relating to the objective for that day’s rehearsal

2nd half: Student rehearsal time

On performance days all students will help facilitate as technical and backstage assistants for other

scenes. Approximately five scenes can be performed a day, and order of performance is

determined in advance. Light, sound, curtain, and set change jobs will be rotated. All students will

participate in the analysis and critique session following each scene.

Performance days will consist of:

set stage, lights, and sound for a scene

performance of scene

critique session

strike scene

Timeline: 14 class days (1.5 hour classes), approximately 5 weeks


Sample Q Theatre Arts Duet Scene - Final Performance Unit Plan

Day Lesson Task Assessment

Day 1 Introduce Unit Find a partner & begin looking for a scene

Turn in copy of scene - daily grade

Day 2 Review Ch. 13 of Stage and the School: “Stage Directions and Areas”

Final day to find scene

Begin line rehearsals

Day 3 Discuss Ch. 21 of Basic Drama Projects: “Memorizing”

Rehearse (try off book)

Homework- Learn your lines!

Rehearsal daily grade

Day 4 Discuss Ch. 5 of Stagecraft 1: “Props.” Discuss set requirements and sound and light requirements

Complete set design in class

Blocking rehearsal

Set Design - daily grade

Day 5 Discuss Ch. 28 of Basic Drama Projects: “Dressing in Character”

Discuss costume requirements

Complete costume design in class

Begin blocking rehearsals

Costume Design - daily grade

Day 6 Discuss benchmark assignments left

Review final scene vocabulary

Rehearse off book Rehearsal - daily grade

Day 7 Take final scene vocabulary test Rehearse off book Vocabulary Test

Day 8 Each student will recite the lines of their scenes before the teacher

Rehearse Students prove knowledge of their lines - test grade

Day 9 Discuss timeline

Personal conference with each student to discuss progress and technical requirements

Technical rehearsal Rehearsal - daily grade

Day 10 Give out and discuss comprehensive final exam review

Dress rehearsal

Rehearsal - daily grade

Days 11-14 Perform final scenes. *

Take turns performing scenes for class

Analyze and critique each scene

Daily grade given for technical assistance and participation in critiques

Day 15 Final exam – written test

* Note: Performing students will share light, curtain and sound cues needed with sound light and curtain tech

before each scene, then set, perform and strike. Approximately five scenes a day can be performed. Scenes

are evaluated using the rubric found after the Final Exam Grade Sheet below.


This sample summative assessment is based on the following TEKS:

TEKS §117.64. Theatre, Level I.

(1) Perception. The student develops concepts about self, human relationships, and the

environment, using elements of drama and conventions of theatre.

(2) Creative expression/performance. The student interprets characters, using the voice and

body expressively, and creates dramatizations.

(3) Creative expression/performance. The student applies design, directing, and theatre

production concepts and skills.

(4) Historical/cultural heritage. The student relates theatre to history, society, and culture.

(5) Response/evaluation. The student responds to and evaluates theatre and theatrical

performances.

______________________________________ Final Exam Grade Sheet (for the Student)

Your final exam grade is comprised of: 50% - Duet Scene and 50% - Written Test

For the duet scene, actors are graded individually on five major areas:

Area Key Questions Score

Character and Concentration Was the character developed and evident? Were objectives and obstacles played effectively? Did the actor break character? Were the actors focused on each other and the scene?

_____/10

Diction and Volume Could the actors be easily heard? Were the actors understandable? Did they properly enunciate their words? Did they take time with their speech?

_____/10

Movement and Blocking Was movement well-rehearsed and planned? Did the actors use the whole stage? Was the blocking natural and motivated? Was technique evident?

_____/10

Staging Were the props and costumes appropriate to the scene? Was the stage set in an interesting manner? Was there music and was it appropriate to the scene?

_____/10

Preparation Was the actor prepared? Was the scene well-rehearsed? Did the actor know his lines?

_____/10

A score between one and ten is assigned for each category. These numbers are added together for

your final scene grade. Scene grade and final test grade are averaged for your final exam grade.

Name: ___________________________________ Period: ____________

Scene Grade: __________ Test Grade: __________ Final Grade: __________


High School Theatre Duet Scene Grading Rubric (for use with Sample Q)

Criteria

Character &

Concentration

Diction & Volume

Movement & Blocking

Staging

Preparation

Performance Level ↓

5

(9-10 points)

Character objective and obstacles were clearly defined

Depth and range of acting ability is evident

Never broke focus

Words are clearly articulated

Student can always be heard

An expressive variety of rate, pitch, tone and volume is used

Exemplary use of physicality and movement to enhance character and reflect purpose

Blocking is seamless, and motivated by character and objective to good effect

Set, props, costume, lighting, sound effects music were well executed and used seamlessly to enhance the scene and tell the story with artistry and effect

Scene is well prepared and rehearsed with attention to all elements

The scene is well memorized and polished

Evidence of much work and effort

4

(7-8 points)

Character objective and obstacles were somewhat defined

Depth and range of acting ability is good

Broke focus once or twice

Some poor articulation is evident 25% of the time

Student can usually be heard

An effective variety of rate, pitch, tone and volume is used most of the time

Good use of physicality and movement to enhance character and reflect purpose

Blocking is motivated by character and objective

Set, props, costume, lighting, sound effects music were evident and used with good effect to enhance the scene and tell the story

Good preparation with some polish

No obvious flaws

Good amount of effort evident

3

(5-6 points)

Character objective and obstacles were attempted

Depth and range of acting ability is somewhat lacking but the student showed an effort

Student went in and out of focus

Student is hard to understand or hear 50% of the time

Student attempts to use variety in speech but execution is lacking

Some use of physicality and movement to enhance character and reflect purpose

Blocking was not always motivated by character and objective

Set, props, costume, lighting, sound effects music were evident and appropriate and used to enhance the scene and tell the story

Preparation is very basic with one or two problems with execution

Memorization problems

Some evidence of effort


2

(3-4 points)

Character objective and obstacles were lacking

Little depth in the characterization is evident

Generally lacking in concentration and focus

Voice is hard to hear or understand 90% of the time

Student used limited vocal variety with regards to volume, pacing and tone

Student used little to no physicality in the scene, and moves without purpose

Little to no blocking, or blocking does not tell the story

Set, props, costume, lighting, sound effects music seemed last minute and lacking

Insufficient planning and execution of technical elements

Little signs of preparation or effort

A few lines come out but for the most part is not memorized

1

(1-2 points)

Character was not attempted, student is doing little more than walking around the stage

Was not focused on the scene

Voice could not be heard or understood

Used no vocal technique

Blocking was non-existent and student did not move on the stage

Set, props, costume, lighting, sound effects music were lacking or nonexistent

No evidence of preparation

No effort to memorize the lines


Dance (High School)

Sample R

Summative Performance Assessment

for Dance, Level IV: Choreography

Overview: The choreography performance assessment (1:30-3:00 minutes per student, 75 points) is combined with the written test (45 minutes, 25 points) for the final assessment grade. This page describes the choreography portion in which a group of students (or an individual) will create/choreograph a dance routine and perform it in front of the class and teacher, either on the stage or in the classroom, which should be organized to resemble a stage. Dance style is per teacher’s assignment. Music could be free choice or assigned by teacher. Special Instructions for the Teacher: Develop a choreography rubric and use it often throughout the year so that students become familiar with it; they should understand the criteria and scoring prior the actual choreography process and performance. Students should be provided with the time necessary to be able to create the choreography. Teacher needs to give specific feedback during progress reports and formal checks on the choreography creation. When using the rubric (provided below) for diagnostic assessment, assign students a shorter choreography or just a choreography sequence, and shorten the available time up to two school weeks to finish this assignment. Instructions/Information for the Students: The students should receive a written assignment at least six weeks prior the final exam, or two weeks prior to the diagnostic test (which may mean in the first week of the course). Be sure to provide students with the grading rubric so they can create their choreographies in line with project expectations.

The Choreography Project Handout (for Students)

Within your group (or by yourself if assigned so by your teacher), create a dance routine at least 32-beats (counts), or 1:30 – 3:00 minutes long.

Collect all the dance skills and elements and choreographic elements and structures that you have learned about. Make a kit of cards to have as a handy reference when you begin choreographing.

During creation of the dance routine follow the 7-step choreographic process: Seven Steps of Choreographic Process 1. Choose subject matter—the inspiration 2. Explore and select movement—inventing movement 3. Coordinate music and movement—outlining and organizing 4. Explore possibilities—experimenting with movement components 5. Refine and memorize choreography—practice, practice, practice 6. Add the finishing touches—details make a difference 7. Perform the choreography—exhibition at its best

Consult the rubric guidelines provided.

On the day of performance: prepare yourself through warm up and wear adequate dance outfit or costumes.

Collaborate and communicate with other members using appropriate dance vocabulary and applying dance etiquette at all times.


Sample S

Dance Level IV Written Test*

(*SAMPLE items – the teacher may add more items/open-ended questions

to develop a test designed to take the student approximately 45 minutes.)

Part 1: True/False

Read each of the statements about dance below and circle whether the statement is true or false.

# Statement (Worth 1 point each.) True or False?

(Circle one.)

1 Less energy is required for movement when the body is aligned correctly.

True False

2 To attain the best stretch you should bounce in the stretched position. True False

3 Rudolf Laban was one of the founders of European modern dance. True False

4 Isadora Duncan thought that dance was a sacred art. True False

5 Dancers do not need teamwork skills. True False

6 Dancing teaches more than just steps. True False

7 Words are the only way to communicate. True False

8 The Greeks and Romans did not use dance in their theater epics. True False

9 The black bottom dance of the Roaring Twenties was considered shocking.

True False

10 Merce Cunningham, one of America’s pioneers in modern dance, is known for his classical approach to choreography.

True False

11 The Lion King uses 50 puppet costumes. True False

12 Only the crew needs to understand backstage behavior and etiquette. True False

13 If the performance space is large, you do not need a technical rehearsal. True False

14 Western European dance forms and West African dance forms both depend on vertical alignment as the basis for movement.

True False

15 Taking a dance apart will help you better understand the choreographic process.

True False

16 All dances are appropriate for all audiences. True False

17 A collection of your work that showcases your abilities is called portfolio. True False


Part 2. Multiple Choice (2 points each) and Short Answer (4 points)

Circle the correct answer:

1. Practice ____________________________________________________. a) Makes you eager to tackle a challenge b) Requires an honest evaluation of the problem c) Makes perfect d) Occurs when emotional and meaningful connections are made

2. Which of the following founded a renowned ballet company in New York City?

a) Takaya Eguchi b) May O’Donnell c) Larry Lavender d) Robert Joffrey

3. Why do many dance companies do a group warm-up before a concert?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________.

Scoring of Written Test: 17 true/false + 4 points multiple-choice + 4 points short answer = 25 points

The sample assessments provided for high school dance are based on the following TEKS:

Dance, Level IV: §117.59

Choreography Performance Assessment Strands: (1) Perception, (2) Creative

expression/performance, (3) Creative expression/performance, and (5)

Response/Evaluation.

Written Test Strands: (1) Perception, (2) Creative expression/performance, (3) Creative

expression/performance, (4) Historical/cultural heritage, (5) Response/Evaluation

Teacher teams identified these standards for an end-of-year assessment. Please refer to the TEKS

for specific requirements, knowledge, and skills within each standard.

http://ritter.tea.state.tx.us/rules/tac/chapter117/index.html


Sample Rubric for Summative Performance Assessment:

The Choreography Project (for use with Sample R)

Criteria Group Work

(15 points)

Group Creativity

(15 points)

Technique Skills

(15 points)

Performance Skills

(15 points)

Rhythm/Tempo

(15 points) Performance

Level ↓

Excellent

13-15 total

points

Choreography reflects the strong collaboration from the group and individual efforts. The group is enthusiastic and progressive.

Group choreography reflects a successful, dynamic routine with unique combinations.

Dance performed with attention to quality of movement, body position, and stage presentation, with an excellent knowledge of dance style.

The dancer creates a believable character on stage and is able to engage the audience completely through the performance.

Shows a complete understanding of tempo and beat, and stays on rhythm throughout the dance.

Good

10-12 total

points

Choreography reflects a good effort from the group/individual. The group is generally enthusiastic and somewhat progressive.

Group attempts and succeeds at creating something new. Group uses dance styles from class in new, original ways.

Dance performed with attention to most details of technique and stage presentation, but has not attained excellence in dance style yet.

The dancer communicates with audience and other dancers through eye contact and facial and body expression.

Generally accurate in beat, tempo, rhythms of dance sequences most of the time.

Fair

7-9 total points

Choreography reflects some effort from the group/individual. The group shows some interest for their work.

Group attempts to create something new, but only rearranges patterns, elements, and combinations taught in classes.

Dance performed with some accuracy in technique and stage presentation, with proficiency in dance style.

The dancer is generally focused, but only some attempt made to communicate to either audience or other dancers.

Partially accurate in beat, tempo, rhythms of dance sequences most of the time.

Poor

4-6 total points

Choreography reflects very little effort from this group/individual. Group enthusiasm is low.

Group repeats dance combinations taught in class. No attempt to create anything new.

Dance performed with some understanding of technical and stage presentation elements, with poor level of execution.

The dancer is partially focused, concentrated or committed to performance.

Shows a basic understanding of tempo and beat, but falls behind and/or speeds up in places or makes errors in rhythm.

Unsatisfactory

0-3 total points

Choreography does not reflect any effort from this group/ individual. Group does not show any interest for their work.

Group does not attempt to either repeat clean combinations taught in class or to create anything new.

Dance performed in fragments; the dancer remembers some portion of dance, little attention paid to how movements are done or other details in dance.

Dancer is not at all focused, concentrated or committed to performance.

Attempts to keep a rhythm, but gets off beat and speeds up or falls behind often. Does not follow beat and tempo in music.


Documents

Teacher Appraisal and Development System Supplemental