TMEA/TMAC
Music Assessment
presentation for
NAfME/MakeMusic
National Symposium
on Music Assessment
Downloads: www.tmea.org/nafme
TEKS & Assessment Curriculum Development
Mandated by edict vs. preparation through professional development
Clarification of curriculum/content to be assessed
• TMAC proposes to create a music assessment tool
for statewide use in collaboration with TMEA
– Driven by music educators, not an external edict
• TMEA & TMAC establishes a TEKS based K-8, I-IV
music curriculum for general music, band, orchestra
and choir
Downloads: www.tmea.org/nafme
Delivery Method Decisions
Limited and varied technology concerns
Local educators vs. professional testing contractors
Assessing large numbers of students
Limited and varied instructional/class time
Collection and management of large amounts of data from diverse sources
• An Assessment Deployment Committee determines
the method of test delivery:
– Minimum requirements:
• Web based
• Web browser
• Computer lab setting
• Sound card
• Headphones
• Media player embedded in browser to present mp3 files
– Windows Media Player
– RealPlayer
– QuickTime Player
Downloads: www.tmea.org/nafme
Test Item Bank Development
Performance/constructed response tasks vs. selected response items
Copyright restrictions on artwork
• TMEA & TMAC begin writing items for the
assessment database
– The Assessment Writing Committee recommends the
assessments begin at the 3rd grade level
– The committee begins developing the assessment in three
stages:
• Grades 3 – 5
• Grades 6 – 8
• Levels I – IV
– Use committee developed “artwork” or public domain
– The Writing Committee develops sufficient items for grades
3 to 5 to conduct a pilot of 24 to 40 questions covering
nearly all of the TEKS.
Downloads: www.tmea.org/nafme
Pilots – Goals
Validity vs. Reliability
• A pilot is conducted for 5th grade level students to attempt the
4th grade level items. (Fall semester pilot)
– Goals for the pilot:
• Evaluate the delivery method;
• Validate the level of the assessment; and
• Provide benchmarks for the teachers who participate in the
pilot;
• Teacher feedback
• Music Administrator feedback
• Individual item analysis for future refinement and development
– Difficulty Index
– Discrimination Index
– Vocabulary issues
Downloads: www.tmea.org/nafme
Stakeholder Reviews
Content vs. Skills
Tight timeline for development and implementation
• Concerns expressed by stakeholders
– Rigor
– Balance to more higher order thinking skill items
– Add performance assessment items
• Address TEKS Creative Performance and Expression Strand
• Prepared items
• Sightreading items
– Possibility of a Scalable Assessment
• Primarily for formative use
• Helpful for use with mobile/migratory population
– 2013 Accountability Sunset
• Revising State District/Campus Accountability System
– Distinction Tiers
» Will include Fine Arts indicators
Use of Formal Assessment in Fine Arts indicator?
Downloads: www.tmea.org/nafme
Performance Assessment
• 2011, June
– Baylor University uses SmartMusic’s vocal sightreading
capabilities to conduct formative assessments of music
camp students
• 2011, November
– TMEA & TMAC conduct pilots using special Texas Pilot
Assessment version of SmartMusic
– Pilot includes 680 students
– 6th grade vocal
– 8th grade band
– 8th grade orchestra
– Review of this assessment is ongoing at this time
Downloads: www.tmea.org/nafme
Subjective Scorer Rubrics
Local scoring vs. outside scoring
Student work vs. numeric scores
6th Grade Vocal (25%)
Prepared Performance Scoring Rubric
Accompanied Performance
Circle the frequency with which each of the following occurs:
Phrasing (intentional and appropriate breaths, musical shaping of the phrase)
Consistently
Occasionally
Never
Expression (executes any dynamic contrasts, articulation, or tempo markings appropriately)
Consistently
Occasionally
Never
Diction (clarity of consonants—beginning and ending, purity of vowel formation,
as appropriate to the musical selection)
Consistently
Downloads: www.tmea.org/nafme
Occasionally
Never
Subjective Scorer Rubrics
Local scoring vs. outside scoring
Student work vs. numeric scores
6th Grade Vocal (25%)
Prepared Performance Scoring Rubric
A cappella Performance
Circle the frequency with which each of the following occurs:
Phrasing (intentional and appropriate breaths, musical shaping of the phrase)
Consistently
Occasionally
Never
Expression (executes any dynamic or articulation markings appropriately)
Consistently
Occasionally
Never
Diction (clarity of consonants and purity of vowel formation, as appropriate to the musical selection)
Consistently
Downloads: www.tmea.org/nafme
Occasionally
Never
Subjective Scorer Rubrics
Local scoring vs. outside scoring
Student work vs. numeric scores
8th Grade Woodwind/Brass (35%)
Prepared Performance Scoring Rubric
Circle the frequency with which each of the following occurs:
Phrasing (intentional and appropriate breaths, musical shaping of the phrase)
Consistently
Occasionally
Never
Expression (executes any dynamic or articulation markings appropriately)
Consistently
Occasionally
Never
Characteristic Tone (resonance and clarity, as appropriate to the musical selection)
Consistently
Downloads: www.tmea.org/nafme
Occasionally
Never
Subjective Scorer Rubrics
Local scoring vs. outside scoring
Student work vs. numeric scores
8th Grade String (35%)
Prepared Performance Scoring Rubric
Circle the frequency with which each of the following occurs:
Bowing (separated or slurred bowing as appropriate, musical shaping of the phrase)
Consistently
Occasionally
Never
Expression (executes any dynamic or articulation markings appropriately)
Consistently
Occasionally
Never
Characteristic Tone (balance of bow speed to bow weight, as appropriate to the musical selection)
Consistently
Downloads: www.tmea.org/nafme
Occasionally
Never
Future Timeline
• 2012, Fall
– Conduct pilots with performance and multiple choice items
• Performance items using SmartMusic technology
• Multiple choice available through web browser
• Add constructive response items through web browser
– Including text, notation, and student chosen performance items
– Continue use of Internal and External Subjective Scorers for
applicable items
• Refine rubrics
• 2013, Spring
– Offer summative test (end of year)
• Grades 3-5,
• Grades 6-8
• Levels I – IV (9-12)
Downloads: www.tmea.org/nafme
Student Portfolio
• The TMEA/TMAC Assessment is designed to be a minority
portion of a student’s portfolio of work at a each level or over a
given period of time.
• The assessment is not designed to be a tool in evaluating the
merit of the teacher, but rather an indicator the teacher can use
to improve instruction and student learning.
• A district should use the assessment as a tool to ensure
students are attaining the standards prescribed in the TEKS
and mandated by law to be used in developing curriculum.
Downloads: www.tmea.org/nafme