Standard #8: The
teacher understands and uses formal and informal assessment strategies to
evaluate and ensure the continuous intellectual, social, and physical
development of the pupil.
Artifacts: Rhythm and Musical Literacy Quiz 11/14, Treble Chorus Quizzes - Graph
Congruence with Instructional Goals
I effectively design assessments which are directly linked to instructional goals. One of the major goals of my cooperating teacher involved helping students become musically literate. This included sight-reading, solfège, rhythmic reading, and key reading. Activities involving each of these areas were able to be planned for almost every day. Quizzes on Fridays often involved assessments of the previous learning material in these areas. For example, for the final quiz of the semester, my objective was: students will be able to demonstrate knowledge of indentifying major and minor keys, and be able to apply and synthesize the rules when prompted to define do, la, and the major and minor keys in a set of examples. By building upon previous work, this assessment should be accessible and in congruence with instructional goals and interdisciplinary objectives within the Thematic Unit. I have included student data from this assessments of Treble Chorus along with data from the prior quizzes in the semester to determine individual and group levels of growth. As you can see from the chart, these two students had struggled at times on earlier quizzes, but both had successfully been given a top score in the last two quizzes.
Artifacts: Rhythm and Musical Literacy Quiz 11/14, Treble Chorus Quizzes - Graph
Congruence with Instructional Goals
I effectively design assessments which are directly linked to instructional goals. One of the major goals of my cooperating teacher involved helping students become musically literate. This included sight-reading, solfège, rhythmic reading, and key reading. Activities involving each of these areas were able to be planned for almost every day. Quizzes on Fridays often involved assessments of the previous learning material in these areas. For example, for the final quiz of the semester, my objective was: students will be able to demonstrate knowledge of indentifying major and minor keys, and be able to apply and synthesize the rules when prompted to define do, la, and the major and minor keys in a set of examples. By building upon previous work, this assessment should be accessible and in congruence with instructional goals and interdisciplinary objectives within the Thematic Unit. I have included student data from this assessments of Treble Chorus along with data from the prior quizzes in the semester to determine individual and group levels of growth. As you can see from the chart, these two students had struggled at times on earlier quizzes, but both had successfully been given a top score in the last two quizzes.