Assessment in a Revised
Standards Environment
Dr. Glenn E. Nierman
402 472-2040
gnierman@unl.edu
President
Steinhart Professor
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MEASUREMENT
gather data
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ASSESSMENT
determine
growth
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ASSESSMENT
EVALUATION
appraise
growth
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TRENDS IN ASSESSMENT
• 1-Model
Cornerstone
Assessment
• 2-Process vs.
Product
Assessment
• 3-Value-Added
Assessment
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1-MODEL CORNERSTONE ASSESS)MENT
(Traditional Learning Model)
• Write Objectives
• Teach the Skill or Content
• Practice the Skill or Learn the Content
• Test for Mastery
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Begin with the Tests!
1-MODEL CORNERSTONE ASSESSMENT
•Cornerstone Tasks – “. . . curriculum-embedded
[tasks] that are intended to engage students in
applying their knowledge and skills in an authentic
and relevant context. Like a cornerstone anchors a
building, these assessments are meant to anchor
the curriculum around the most important
performances that we want learners to be able to
do (on their own) with acquired content knowledge
and skills” (McTighe & Wiggins, 2011, p. 1).
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McTighe, J., & Wiggins, G. (2011). Cornerstone tasks
Retrieved from nccas.wikispaces.com/file/view/McTighe+on+Cornerstone+Tasks
• Embedded in the curriculum
• Recur over the grades
• Occur in authentic contexts
• Assess understanding & transfer
• Integrate 21st century skills (critical thinking,
technology, teamwork w/music knowledge)
• Engage students in meaningful learning
• Provide content for student portfolios
• Evaluate with established rubrics
1-MODEL CORNERSTONE ASSESSMENT
NAfME MCA Ensembles Performing MCA
DRAFT
• Using pieces currently rehearsed by an ensemble,
students will select a work that enables multiple
expressive interpretations; identify expressive
performance challenges, set expressive performance
goals, document processes of addressing the
challenges and accomplishment attained; and complete
an evaluation comparing observations from two points
in time.
Cat Food Commercial
A leading cat food company is going to start a brand new line of cat food using
music as its theme. The cat food company wants to have elementary students do
the music for the commercial. Your class has been selected to perform on this
commercial. The cat food commercial director would like each member of your class
to write and perform one composition for the commercial.
The director requires that you create and perform a commercial that demonstrates
an understanding of how tempo, rhythm, and dynamics relate to the new cat food.
The director will give you time to practice before performing the selection. Then you
will need to describe your composition to the director.
1-MODEL CORNERSTONE ASSESSMENT
Some Helpful URLs
www.k12.wa.us/Arts/PerformanceAssessments/
www.nafme.org/standards
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2-PROCESS vs. PRODUCT
ASSESSMENT
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PRODUCTS
94’ Content Standards
•1. Singing . . . a varied repertoire of music
•2. Performing on instruments . . . a varied repertoire of music
•3. Improvising melodies, variations, & accompaniments
•4. Composing and arranging music . . .
•5. Reading and notating Music
•6. Listening to, analyzing, and describing music
•7. Evaluating music and music performances
•8. Understanding relationships between music, the other arts
and disciplines outside the arts
•9. Understanding music in relation to history & culture
PROCESS
2-PROCESS vs. PRODUCT
ASSESSMENT
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2-PROCESS vs. PRODUCT
ASSESSMENT
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2-PROCESS vs. PRODUCT
ASSESSMENT
A Helpful URL
http://www.nafme.org/my-classroom/lesson-plans/
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3-VALUE-ADDED ASSESSMENT
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EPILOGUE
“It may be hard for an egg to turn
into a bird: it would be a jolly sight
harder for it to learn to fly while
remaining an egg. We are like eggs
at present. And you cannot go on
indefinitely being just an ordinary,
decent egg. We must be hatched
or go bad” (C.S. Lewis).
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