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Strategies for Assessing
Student Growth in the
Ensemble Setting
Teacher Evaluation & Music Education:
What You Need to Know
+
Introduction
Phillip Hash, Calvin College
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Session Overview
Michigan
Laws
Measurement
Tools
Scheduling &
Implementation
Questions
1
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Legislative Review: Talking Points
•
All Teachers Evaluated Annually
•
Percentage of Evaluation to Relate to Student
Growth
•
National, State, And Local Assessments
•
Evaluations vs. Seniority in Personnel Decisions
•
Michigan Council On Educator Effectiveness
2
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Pilot Programs
•
2012-13 Pilot
•
•
•
•
•
•
14 districts
4 evaluation models
Standardized tests
Local measures for non-tested subjects
Recommendations by 2013-14 school year
Urgency for Measures of Students Growth
4
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Frameworks, Methods, Systems Used
as part of Local Evaluation
450
400
350
300
250
200
150
100
50
0
Evaluation Methods
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Effectiveness Ratings
& Percentage of Student Growth
% of Growth in Local Evaluation Systems
250
200
150
100
50
0
Effectiveness
Ratings
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Current Trends:
Effectiveness Ratings for 2011-12
Ineffective
1%
Effectiveness Rating Minimally
Effective
2%
Highly Effective
23%
Effective
74%
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Teacher Ratings & Student Growth
90
83.24
80
72.55
70
67.71
60
50
40
24.3 26.82
30
20
10
0
15.1
0.59 0.84 1.08
4.39
1.07 2.31
Ineffective
Minimally Effective
< 10%
11-40 %
Effective
> 40%
Highly Effective
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Strategies
Mitch Robinson, Michigan State
University
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Forms of Alternative Assessment
• Performance-Based Assessment
• Student Auditions
• Solo/Ensemble Festivals
• Critiques of Student Compositions
• Coaching Jazz Improvisation
• Playing Checks
• Student Writing
9
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Rating Scales & Rubrics
Rating Scales
(Criteria-Specific)
Two Types
• Continuous Rating
Scales
• Additive Rating Scales
Rubrics*
Should include:
• Points that are
equidistant
• Four or more rating
points
• Descriptors that are
valid and reliable
10
*From: K. Dirth, Instituting Portfolio Assessment in Performing Ensembles, NYSSMA Winter Conference, Dec. 3, 1997.
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Rating Scales
Should be:
Criteria-specific
• Objective
• Easy to use
• Clear
•
Robinson
11
Sample Rating Scale
National
Standard #7:
Evaluating music
and music
performances.
12
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What Does A Rubric Look Like?
Beginning
Basic
Proficient
Advanced
Breathy; Unclear;
Lacks focus;
Unsupported
Inconsistent;
Beginning to be
centered and
clear; Breath
support needs
improvement
Consistent breath
Resonant; Centered;
support; Centered
Vibrant;
and clear; Beginning Projecting
to be resonant
Features:
• Scale includes (preferably) 4 rating points
• Points of the scale are equidistant on a continuum
• Highest point represents exemplary performance
• Descriptors are provided for each level of student performance
Adapted from: K. Dirth, Instituting Portfolio Assessment in
Performing Ensembles, NYSSMA Winter Conference, Dec. 2, 1997.
13
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Rubrics (cont.)
• Types include:
• Holistic (overall performance)
• Analytic (specific dimensions of performance)
• Both necessary for student assessment
• Descriptors must be valid (meaningful)
• Scores
• Must be reliable (consistent)
• Should relate to actual levels of students learning
• Can be used by students for self-assessment and to
assess the performance of other students
14
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Creating a Rubric – Why Bother?
• Helps plan activities
• Focuses your objectives
• Aids in evaluation and grading
• Improves instruction
• Provides specific feedback to students
Robinson
15
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The
Morning
After...
• Focuses student
listening
• Guides students to
attend to musical
aspects of
performance
• Can be done in groups
• Encourages
comparison and
contrast judgments
16
+Journal
Keeping
••
••
Stenographer’s
notebooks
work
best
Younger
students
need
more
directed
writing
assignments
Try
to avoid
the
“pizza
& feedback
pop”
syndrome
Teacher
is
essential
17
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Implementation
Abby Butler, Wayne State University
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Planning to Assess
•
What aspects of student learning do you want to
measure?*
•
•
•
Skills
Knowledge
Understanding
•
Decide which measurement tools best suited for
outcomes to be measured
•
Obtain or develop measurement tools
*Consult the Michigan Merit Curriculum, available online at MDOE.
18
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Planning for Assessment
•
•
Build assessment into rehearsals
•
Develop activities as a context for measuring skills or
knowledge
•
Include these activities in your lesson plans
Develop and use simple procedures for recording
assessments
•
•
•
Laminated seating charts
Electronic gadgets (iPads, tablets, smart phones, desk
computer)
Plan ahead where and how this data will be
stored (filing system)
19
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Schedule Assessments
•
Measure each of the identified goals several
times throughout the year
•
•
•
•
Make the following decisions before the
school year begins:
•
•
•
•
Baseline measurements
Intermediate measurements (formative)
Measurement at the end
Who will be assessed
How often assessments will occur
When assessments will occur
Build these assessments into your year long
plan
20
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Working with your Data
•
Decide how assessments will be recorded
•
•
•
Numbers?
Descriptive words?
Decide how you will report the results
•
•
•
Percentage scores with differences between beginning
and end of year assessments?
Percentage of students moving from one competency
level to the next?
Graphic charts, spreadsheets?
Butler
21
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Ex: Comparison of Sight Reading
Competency by Ensemble
Beginning Ensemble
Intermediate
Ensemble
Advanced Ensemble
B
D
P
A
B
D
P
A
B
D
P
A
First
Marking
Period
55
%
30
%
15
%
0%
25
%
50
%
15
%
10
%
0%
20
%
65
%
15
%
Last
Marking
Period
30
%
50
%
15
%
5%
15
%
40
%
30
%
15
%
0%
10
%
70
%
20
%
Key: B (Basic) – D (Developing) – P (Proficient) – A (Advanced)
22
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Tips for Starting Out
•
Develop measurement tools over the summer
•
Start small by limiting
•
•
The number of students, grade levels, or ensembles
assessed
The number & frequency of assessments
•
Build assessment into your lesson activities
•
Simplify recording tasks
•
Choose a system for assigning scores that is easy
to average
23
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Conclusion
Phillip Hash, Calvin College
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Resources
•
MCEE website
•
•
•
Please send examples
of your assessments to
pmh3@calvin.edu
•
Ottawa ISD – Feb. 14,
3:30pm
http://www.mcede.org/
www.pmhmusic.weebly.com
• Legislative Summary
• Policy Briefs
• NAfME and MISMTE
position statements
• MI GLCE - Music
• Sample assessments in use
today
• This PPT
25
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Responsibilities & Considerations
•
Design, administer, and
evaluate assessments
•
Must be Quantitative
• Rubistar4teachers.org
•
Same or very similar for
every music teacher
•
Valid
•
Reliable (consistent)
•
Integrity of Process
• Transparency
• Record performance
tests (Vocaroo.com)
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Regular music staff
meetings
• Review assessments
• Discuss/resolve issues
24
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Questions for the Panel
26