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Grade 2 Music Module Dep ed
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ASSESSMENT
in MUSIC
TRAINING OF TRAINERS FOR GRADE 2 TEACHERS
Activity: Group yourselves into four. Recall things you used to do or things you use in assessing your pupils’ performance in Music.
List your answers on the metacards and post them on the wall
Assign a reporter per group.
refers to all those activities undertaken by teachers -- and by their students in assessing themselves -- that provide information to be used as feedback to modify teaching and learning activities.
(Black, P. & Wiliam, D. 1998. Inside the Black Box: Raising standards through classroom assessment, King’s College, London)
What is assessment?
*to track student’s progress in the attainment of standards* promote self-reflection and personal accountability for one’s learning
*provide a basis for the profiling of student’s performance.
(enclosure No, 1 of DepEd Order No. 73, s. 2012 – (General Guidelines for the Assessment and Rating of Learning Outcomes )
Why do we assess?
*
Why do we assess?Rate or rank studentsIf all we give are grades, all students care about are grades
Give parents feedback on their child’s performance
If we only give numbers/letters, we tell them very little about what the student actually knows or can do.
Provide feedback to instructors on their effectiveness
If test data is analyzed correctly
*Provide feedback to students about their progress
◦Don’t punish kids for their practice – students must have opportunities to practice new material and need feedback during that process
Why do we assess?
Formative assessment – any assessment where the results
are used to improve performance rather than for gradingExamples – classroom feedback, private lessons
Essential Assessment Vocabulary
Summative assessment – assessment where results are used to grade, mark, rank, rate, or place students (autopsy assessment)
Example –quarter exams
*Diagnostic Assessment – primarily used in the classroom setting to determine problems (error detection); followed by formative assessment
*Criterion referenced - all students judged against same standard
Norm referenced – students compared to each other
Reliability – a particular test is reliable if multiple judges come up with the same result
Validity – a test is valid if it measures what it intends to.
Including behavior, attendance, and late penalties leads to an invalid assessment of student skill or knowledge
1. Responding
2. Creating
3. Performing
4. Listening
5. Observing
1. Rubrics 2. Playing tests 3. Written tests 4. Practice sheets 5. Teacher
Observation 6. Portfolios 7. Peer and Self-
Assessment
Assessing Musical Behaviors: The type of assessment must match the knowledge or skill
5 Types of Musical Behavior
Types of Assessment
UNDERSTANDING(S) (30%)
KNOWLEDGE (15%)
PROCESS(SKILLS)(25%)
PRODUCTS/ PERFORMANCES
(30%)
L E V
E L S
OF A
S S
E S
S M
E N
T
L E V E L S OF P R O F I C I E N C Y
Un
dersta
nd
ing
Perfo
rman
ce
Performance Standard
Content Standard
BEG
INN
ING
DEV
ELO
PIN
G
APPR
OA
CH
ING
PR
OFIC
IEN
CY
P R
O F I C
I E N
T
A D
V A
N C
E D
LEVELS OF
ASSESSMENT
CRITERIARATING
ADVANCED5
PROFICIENT4
APPROACHING
PROFICIENCY (3)
DEVELOPING2
BEGINNING1
KNOWLEDGE Nagpapakita ng kaalaman nang higit pa sa hinihingi sa pamamagitan ng pagsagot sa mga katanungan na may kaakibat na pagpapalawak at pagpapaliwanag.
Nagpapakita ng kaalaman ayon sa hinihingi sa pamamagitan ng pagsagot sa mga katanungan na may kaakibat na pagpapalawak at pagpapaliwanag.
Nagpapakita ng kaalaman nang ayon sa hinihingi sa pamamagitan ng wastong pagsagot sa mga katanungan.
Nagpapakita ng kaalaman subalit may mga kalituhan sa pagsagot sa mga katanungan.
Nagpapakita ng kaalaman subalit may pag-aalinlangan at pagkakamali sa pagsagot sa mga katanungan
PROCESS AND
SKILLS
Malaya at buong husay na naisasagawa ang isang gawain nang higit pa sa inaasahan at hindi nangangailangan ng tulong kaninuman.
Malaya at buong husay na naisasagawa ang isang gawain ayon sa inaasahan at hindi nangangailangan ng tulong kaninuman.
Nakapagsasagawa subalit nangangailangan ng kaukulang patnubay.
Nakapagsasagawa subalit may mga pagkakamali sa mga pamamaraan.
Nagsikap makapagsagawa subalit walang kahandaan sa pagpapatuloy nito.
UNDERSTANDING
May kumpleto at detalyadong pagkaunawa sa pinakamakabulu-hang impormasyon tungkol sa paksa.
May kumpleto ngunit hindi detalyadong pagkaunawa sa pinakamakabulu-hang impormasyon tungkol sa paksa.
Hindi kumpleto ang pagkaunawa sa mga impormasyon subalit kakikitaan ng pagkaunawa sa paksa.
Hindi lubos ang pagkaunawa sa impormasyon kung kaya’t kakikitaan ng kalituhan tungkol sa paksa.
Walang pagpapasyang maibigay.
PRODUCTSAND
PERFORMANCES
Nakapagpakita ng pinakamahusay na antas ng malikhaing pagpapahayag at pagsasagawa.
Nakapagpakita ng kasiya-siyang antas ng malikhaing pagpapahayag at paggawa.
Nakapagpakita ng katamtamang antas ng malikhaing pagpapahayag at paggawa.
Nakapagpakita ng gawain subalit hindi kinakitaan ng pagkamalikhain.
Walang naipakitang gawain.
SAMPLE ASSESSMENT MATRIX IN MUSIC 2
Domain/Element: RhythmContent Standard: Distinguishes between sound and silencePerformance Standard: Identifies the difference between sound and silenceLevels of Assessment What will I
assess?How will I assess? How will I score?
KNOWLEDGE 15%
Associating visual images with sound and silence within a rhythmic pattern
Paper and pencil test(matching type)
Raw score(1 point will be given for every correct answer)
PROCESS SKILLS 25%
Draw a picture that shows sound and another picture that shows silence
(1 point will be given for every correct answer)
UNDERSTANDING 30%
Oral discourse:Explain the difference between sound and silence-In what real life situation do we need sound/silence?
Rubrics:•Logical•Comprehensive•Meaningful•Grammatically correct•Delivery5-presence of all indicators 4-presence of 4 indicators 3-presence of 4 indicators 2-presence of 2 indicators 1-presence of 2 indicator
PRODUCTS/PERFORMANCES 30%
Participation(Group Activity)-Perform a rhythmic activity based on the series of pictures that shows sound and silence-move and create sound for every image that shows sound-stop moving/be still and be quiet for every image that shows silence.
Rubrics:•Precision of movement in rhythm•Enthusiasm•Creativity of movement 3-presence of all indicators 2-presence of 2 indicators 1 -presence of 1 indicator
TOTAL 100%
ASSESSMENT TOOLS AND SAMPLE ENHANCED QUESTIONS (Music Grade 2)
COMPETENCY
LEVEL OFASSESSMENT
ASSESSMENT TOOL
SAMPLE ENHANCED QUESTIONS
SCORING GUIDE
*Identifies the pitch of tone as: -high -low -higher -lower
Knowledge Paper and pencil (multiple choice)
Which tone is higher? A. fa B. re C. mi D. la
One point per correct answer
Process Quiz Draw objects that show level of height as in high, low, higher and lower.
One point per correct answer
Understanding
Oral Discourse Explain why there are high and low pitches in music.
Rubrics:•Logical•Comprehensive•Meaningful•Grammatically correct•Delivery 5-presence of all indicators 4-presence of 4 indicators 3-presence of 3 indicators 2-presence of 2 indicators 1-presence of 1 indicator
Performance/Output Participation(Group Activity)
Sing the ‘Twinkle, Twinkle Little Star’ with action showing low, lower, high and higher as the pitch suggests.
Rubrics:*Correct pitch in singing•Precision of movement with pitch and rhythm•Enthusiasm•Creativity of movement 4- presence of all indicators 3-presence of 3 indicators 2-presence of 2 indicators 1 -presence of 1 indicator
PUPIL KNOWLEDGE
Quiz
ORAL PARTICIPA
TION
PERIODIC TEST AVERAGE 15% (WT)
Alerta, Jose 89 90 91 90 13.5
Basco, Leo 82 85 80 82.3 12.35
SAMPLE RATING FOR ELEMENTARY MUSIC (GRADE 2)
PUPIL PROCESS OR SKILLS
Quiz
ORAL PARTICIPAT
ION AVERAGE 25% (WT)
Alerta, Jose 92 94 93 23.25
Basco, Leo 80 86 83 20.75
SAMPLE RATING FOR ELEMENTARY MUSIC (GRADE 2)
PUPIL UNDERSTANDING(S)
Quiz
ORAL PARTICIPA
TION TEST AVERAGE 30% (WT)
Alerta, Jose 92 94 93 93 27.9
Basco, Leo 80 78 81 80 24
SAMPLE RATING FOR ELEMENTARY MUSIC (GRADE 2)
PUPIL
PRODUCT/PERFORMANCE
TOTAL
Level of Profi-ciency
Project/portfoli
o
Participation
in group
Homework AVE
30% (WT) 100%
Alerta, Jose 93 95 94 94 28.2 93 ABasco, Leo 82 84 83 83 24.9 82 A P
SAMPLE RATING FOR ELEMENTARY MUSIC (GRADE 2)
Name of Pupils
Knowledge15%
Process25%
Understanding30%
Performance30%
Total 100%
Level of Proficiency
Alerta, Jose
13.5 23.25 27.9 28.2 92.85 A
Basco, Leo
12.35 20.75 24 24.9 82 AP
SAMPLE RATING FOR ELEMENTARY MUSIC (GRADE 2)
“Students are time travelers. When they walk into a typical classroom they go back in time.”Heidi Hayes Jacobs
TODAY’S GRADE 2 PUPILS ARE THE SENIOR CLASS OF 2022!
Select one Content Standard/ Performance Standard from the K -12 curriculum Matrix in Grade 2
Write its classification whether it is Knowledge, Process/Skills, Understanding or Performance/Product
Put the suggested assessment tools/strategies to be used.
Indicate how to score or rate the learning.
Submit your output.
IV. Application (Individual Work)
“The test of great teaching is not merely the dissection of truth. It can also be the ability and the willingness to package that truth and deliver it to the people who need it most”
James C. Howell, Servants, Misfits, and Martyrs: Saints and Their Stories. Nashville, TN: Upper Room Books. p. 93, 1999
Thank you