#13 Evaluation & Record Keeping - (Updated 12/16)
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AUDIENCE BEHAVIOR RUBRIC
06/14 3 – The students always focus on the performance (speakers, singers, etc). They exhibit exceptional behavior, providing a good model for others. They participate in an appropriate manner by listening attentively and need no teacher reminders to sit quietly. Keep hands and feet to selves, do not chat with neighbors, show appreciation with appropriate applause.2 – Students need occasional teacher reminders to listen attentively and/or to be quiet. Students turn around to talk to other students, may get out of their seats, or not follow all the rules for good audience behavior.
1 – Students need frequent reminders to sit still, be quiet and/or listen attentively. Students talk to neighbors, make comments, and make it difficult for other students to listen . Student may need to be moved to a different seat, or removed from the setting.---- Dianne Park
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GOALS
FOLLOWING STUDENTS YEAR TO YEAR:I use index cards. Not the 3x5, but the next size up. The first year I did this, it was time consuming to write 1000 names on the cards, but now each year I only have to write out grade one and any new kids. I keep track of the following things.
1. special needs (learning disabilities and/or medical/behavioral
2. pitch
3. steady beat
4. note reading (rhythmic and melodic)
5. recorders
6. form
7. chorus
8. band
9. chorus
10. music vocabulary
11 recognition of instruments/families of the orchestra and I'm sure there's more but this is what I can think of off the top of my head. - Contributed by Deatta Szulis
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SUMMARY OF ‘KIDS SPEAK’ FORMAT: (by Susan Michiels)
KINDERGARTEN
Artistic Perception: I show the steady beat and hear the music change
Creative Expression: I make music by singing and playing instruments.
Historical and Cultural Context: I use music in work and play:
Aesthetic Valuing: I move to the music.
Connections, Relationships, Applications: I put on a show.
FIRST GRADE
Artistic Perception: I read, write, sing and play music patterns. I hear the music change.
Creative Expression: I make music by singing and playing instruments.
Historical and Cultural Context: I use different kinds of music in work and play.
Aesthetic Valuing: I move to what I hear in the music.
Connections, Relationships, Applications: I practice to get better at my performance.
SECOND GRADE
Artistic Perception: I read, write, sing play different notes and hear the music change.
Creative Expression: I make music by singing and playing instruments.
Historical and Cultural Context: I use and talk about different kinds of music in work and play.
Aesthetic Valuing: I move to what I hear in the music and talk about what I like.
Connections, Relationships, Applications: I practice to get better at my performance and learn about people who perform as their job.
THIRD GRADE
Artistic Perception: I read, write, sing and play different notes and talk about what I hear in the music.
Creative Expression: I make music by singing and playing instruments by myself and with my friends.
Historical and Cultural Context: I explore how people use music in their lives now and how they used it in the past.
Aesthetic Valuing: I move to what I hear in the music. I listen to other people’s music and decide if they did it right.
Connections, Relationships, Applications: I explain the things that are the same in music, dance, theatre and visual arts.
FOURTH GRADE
Artistic Perception: I read, write, sing and play different notes and talk about what I hear in the music.
Creative Expression: I make music from my country and around the world by singing and playing instruments by myself and with my friends.
Historical and Cultural Context: I explore how music is a part of California’s history.
Aesthetic Valuing: I move to what I hear in the music. I listen to other people’s music and decide if they did it right.
Connections, Relationships, Applications: I practice to improve my performance. I decide how to make it better.
FIFTH GRADE
Artistic Perception: I read, write, sing and play different notes and talk about what I hear in the music.
Creative Expression: I make music from my country and around the world by singing and
playing instruments by myself and with my friends.
Historical and Cultural Context: I explore the way music is connected to all the cultures in our country.
Aesthetic Valuing: I listen to other people’s music and decide what I like and why I like it.
Connections, Relationships, Applications: I explain how music is interesting to people.
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07/13 KINDERGARTEN: SLT: By the end of the school year, 17 of 23 Kindergarten students (75%) in Mrs. Jones? class will score 80% or higher on the written Kindergarten Listening Assessment created by the teacher and approved by the principal. Rational: One of the major skills necessary to have an appreciation and understanding of music is listening skills. Listening has everything to do with what is focused on. To measure the students? listening skills at the beginning of the year, the students were administered the Kindergarten Listening Assessment in a whole-class setting. This 20-question written assessment evaluates the various listening skills that children develop in music from the beginning to the end of Kindergarten. These skills include recognition and differentiation of the following: long and short sounds, same and different pitches, natural and man-made sounds, vocal classifications, steady beat, musical styles, and music in relation to emotions/mood. Throughout the year we will discuss the sounds around us, we will listen to stories and different types of music and then talk about what we thought and heard. I will place most of the focus on listening to pitch and rhythm since those are the two main concepts in music and will affect their future musical experiences. The final assessment will be the same Kindergarten Listening Assessment in a whole class setting. Baseline data: I set my target for Mrs. Jones? Kindergarten class based on their score on the pretest of the Kindergarten Listening Assessment created by the teacher and approved by the principal. On the pre-test at the beginning of the school year, ___ of ___ students (___%) scored 80% or higher. ___ of ___ scored 60-79% and ___ of ___ scored below 60%. I administered the test in their general classroom so the students would have tables and privacy protectors, and I will do the same for the post-test.
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FIRST GRADE: SLT: 18 of 25 1st grade students (75%) in Ms. Hooter?s class will score 80% or higher on the written teacher-created/principal-approved Pitch Differentiation Assessment at the end of the school year. Rational: Although most children can hear a difference between high and low pitches, it is important to remember that the words ?high? and ?low? are metaphoric terms they may never have learned in this context. Although they can hear the difference, they need time and experience to learn the correct labeling/pitch terminology. Now that these students are in 1st grade, training their ear is an important part of their musical success as they move up through grade levels and are later required to read music and play recorder. At the beginning of the year, the students will be pre-assessed on pitch differentiation using the written Pitch Differentiation Assessment created by the teacher and approved by the principal. On the assessment, students hear two pitches and will have to identify in writing if the second pitch is higher, lower, or the same as the first pitch. Throughout the year, the students will practice and be assessed on pitch differentiation through various listening, singing, and performance activities. I will also sing a pitch for students and instruct them to sing a pitch that is higher, lower, or the same as my pitch. Having to perform the same or different pitches will help with understanding. The final assessment will be to take the Pitch Differentiation post-test. Baseline: I set my target based on my students? performance on the pre-test of the Pitch Differentiation Assessment created by the teacher and approved by the principal. On the pre-test, __ out of 26 students (__%) answered 80% or more of the items correctly; __ out of __ (__%) answered 60-79% of the items correctly; and __ out of __ (__%) answered fewer than 60% of the
items correctly.
SECOND GRADE: SLT: 75% (13 of 18) 2nd grade students in Mrs. Cox?s class will score 80% or higher on the written teacher-created/district-approved Tonal Aptitude Assessment at the end of the school year. Rational: Singing accuracy is affected by pitch discrimination and tonal aptitude. Being able to hear similarities and differences in pitches and melodic lines will help improve the students? ear for music, singing abilities, and song memorization. *The key point of using musical aptitude tests is so that I can better know where my student?s musical strengths and weaknesses lie. After I know this then I can better help my students achieve higher results. *At the beginning of the year, the students will be pre-assessed on tonal aptitude using the written and listening-guided Tonal Aptitude Assessment created by the teacher and approved by the principal. On the assessment, students will hear two melodic lines (2 to 5 notes per melodic line) and will have to identify in writing if the melodies are the same or different. Throughout the year, the students will learn and be assessed on tonal aptitude. To practice and assess recognizing melodies that are the same and different, the students will do various listening, singing, and performing activities. We will also discuss how the melodies were different. The final assessment will be to take the Tonal Aptitude Assessment again.
Baseline data: I set my target based on my students? performance on the pre-test of the Tonal Aptitude Assessment. On the pre-test, 7 out of 18 students (39%) scored 80% or higher; 9 out of 18 (50%) scored 60-79%; and 2 out of 18 (11%) scored lower than 60%. Post-test results: 78% (14 of 18) 2nd grade students in Mrs. Cox?s class scored 80% or higher on the written teacher-created/district approved Tonal Aptitude Assessment at the end of the school year. The results mean Full Attainment of Target (3 points).
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THIRD GRADE: SLT: By the end of the school year, 75% (14 of 19) 3rd grade students in Ms. Hardman?s class will individually demonstrate proficiency or better in performing six 8-beat rhythmic pattern notations created by the teacher using quarter notes, eighth notes, and quarter rests, as measured by the teacher-created/district-approved Rhythmic Pattern Performance rubric (Each rhythm is graded individually following the same rubric and then averaged together. Proficiency is defined by a score of at least 3 out of 4 on the rubric.) Rational: Rhythm is the foundation of music. At the beginning of the year, students will be pre-assessed by individually performing six 8-beat rhythmic pattern notations created by the teacher. The rhythms use various combinations of quarter notes, eighth notes, and quarter rests. Throughout the year, students will perform teacher-created patterns at various tempos, and be scored for accuracy based on the Rhythmic Pattern Performance rubric. Students will listen to recorded rhythmic patterns while reading the rhythms and mark errors that occur in the patterns. Students will also compose 8-beat rhythmic patterns, and perform the patterns. The final assessment will be the same 6 rhythmic patterns used for the pre-assessment. The student?s performance of each rhythm will be scored individually and averaged together to determine if the student meets the proficiency level target for overall rhythm pattern performance. Baseline Data: An initial student survey administered at the beginning of the school year revealed that none of the students have prior knowledge of reading and performing rhythmic patterns. Though the students have seen printed music before, they have not been directly taught how to read or perform rhythmic patterns in prior Music classes. The Rhythmic Pattern Performance Assessment Rubric scores each individual 8-beat rhythm separately. The score for each rhythm will be averaged and the composite score will determine the student?s overall rhythmic pattern performance abilities. The scoring is as follows:
1 = 0-2 beats performed correctly
2 = 3-4 beat performed correctly
3 = 5-6 beat performed correctly
4 = 7-8 beats performed correctly
Post-test Results: 84% (16 of 19) of 3rd grade students in Ms. Hardman?s class individually demonstrated proficiency or better in performing six 8-beat rhythmic pattern notations created by the teacher using quarter notes, eighth notes, and quarter rests, as measured by the teacher-created/district-approved Rhythmic Pattern Performance rubric (Each rhythm was graded individually following the same rubric and then averaged together. Proficiency is defined by a score of at least 3 out of 4 on the rubric.) This results mean full attainment of target (score: 3). PreK SLT: By the end of the school year, 15 of 20 pre-kindergarten students (75%) in Mrs. Jordan's PreK class will demonstrate proficiency or better in echoing a 4-beat melody as evidenced by the teacher-created melodic echo performance rubric. (Proficiency is 3 out of 4 on the rubric.) Rational: Echo singing is one of the best ways to develop independent singing and listening skills in young students. Being able to imitate simple melodies with the voice is a benchmark in music education. Throughout the year the students will echo-sing melodies created by me. They will do this with the whole class and individually. The final assessment will be that the student individually echoes a 4-beat melody sung by me. I will evaluate and score their echo performance based on the melodic echo performance rubric created by the teacher and approved by the principal. Baseline Data: At the beginning of the school year, students were asked to echo-sing a 4-beat melody sung by me. In my initial assessment, __ out of __ students (__%) performed the pattern at a proficiency level (3 out of 4), as scored by the 4-point teacher-created/principal-approved melodic echo performance rubric. The rubric scoring is as follows:
1 = Little or No Effort (not trying your best to sing correctly, not watching teacher, not matching pitch, not matching rhythm)
2 = Making Progress (either not trying your best to sing correctly or not watching teacher, parts of both pitch and rhythm are not correct)
3 = Doing well (trying your best to sing correctly, watching the teacher, mistake(s) in either pitch or rhythm but not both)
4 = Great singing (trying your best to sing correctly, watching the teacher, no mistakes in pitch or rhythm)
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FOURTH GRADE: SLT: 18 of 24 4th grade students (75%) in Ms. Down?s class will correctly label 35 (70%) or more notes on the teacher-created/principal-approved Note Name Identification Assessment at the end of the school year. Rational: Reading note names efficiently and correctly is crucial to having success next year in music when the students will learn to play the soprano recorder. The Note Name Identification Assessment challenges students to develop speed and accuracy in their treble clef note reading. The test has 50 notes on a treble clef and the students have 2 minutes to label as many as possible. Throughout the school year, the students will learn to read note names and participate in activities such as Smart Board games, drawing notes using music staff white boards, and exit tickets. Students will regularly be assessed using a shortened note name practice test. When the student completes the practice test, he/she will record the time, adding 5 seconds to the time for every incorrect answer. The final assessment will be the post-test Note Name Identification Assessment. The goal is that students will correctly identify more note names than they did on the pre-test. Baseline: At the beginning of the school year, students were pre-assessed using the Note Name Identification Assessment. ___ of ___ students scored 70% or higher. ___ of ___ students scored below 50%. These results were expected because very few students had prior knowledge of reading music on a staff. After surveying the students, the ones who were able to complete a portion of thetest are taking/have taken private music lessons.
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FIFTH GRADE: SLT: By the end of the school year, 25 of 34 5th grades students (75%) in Mrs. Washington's class will demonstrate proficiency level skills or better on the soprano recorder by performing a piece of music containing the notes G, A, B, C?, D? as evidenced by the teacher-created/principal-approved recorder performance rubric. (Proficiency is defined by a total score of at least 12 out of 16 on the rubric.) Rational: Being able to read music and play a musical instrument is very rewarding for children and develops vital skills, as well as boosts their confidence enormously. Playing recorder teaches hand-eye coordination, improves memory, develops patience, and promotes social interaction. Playing recorder will increase the students? knowledge of the elements of music while learning disciplined behavior. The final assessment at the end of year will be that each student will play a piece of music containing the notes G, A, B, C?, and D?. The student's performance will be scored based on the 16-point recorder performance rubric created by the teacher and approved by the principal. Baseline: An initial student survey administered at the beginning of the school year revealed that none of the students have prior knowledge of the recorder and how to play it. The students have mixed abilities regarding reading music and counting rhythms. The students will improve their music literacy skills while also learning to play the recorder. 5th grade students have music one day a week for 45 minutes. The majority of students do not have a recorder at home. Rubric scoring: Scored 1-4 (4 being the best) on each of the following categories: finger placement, note reading and fluency, rhythm, and sound quality breath support.
SIXTH GRADE: SLT: By the end of the school year, 17 of 22 6th grade students (80%) in Mr. Comanche?s class will score 75% or higher on the Instrument Identification Assessment (identify orchestral instruments by picture and sound and place them in the correct family) as evidenced on a pre- and post- written assessment created by the teacher and approved by the principal. Rational: One vital part of musicianship training is learning to identify instruments by their appearance and their sound. Examining instruments by their construction, mouthpieces and role in the orchestra can be very helpful inunderstanding the way that orchestral instruments mesh to make a musical presentation. Identification of orchestral instruments lets you know where to look during a concert, greatly increasing your enjoyment. At the beginning of the year, students will be given the written Instrument Identification Assessment that was created by the teacher and approved by the principal. The test is made up of three parts: (1) 10 pictures of orchestral instruments that students will have to label using a word bank, (2) 10 listening examples that students will hear and write down the name of the instrument that produces that sound, and (3) 5 pictures of instruments that students have to label with the correct family of instruments. Throughout the school year, the teacher and the students will discuss and experiment with the various instruments: how they look, how they?re constructed, how they're played, how they sound, how they're used, and their instrument family. The final assessment will be that the student takes the Instrument Identification Assessment again at the end of the year.
Baseline: I set my target based on my students? performance on the pre-test of the Instrument Identification Assessment created by the teacher and approved by the principal. On the pre-test, __ out of 22 students (__%) answered 75% or more of the items correctly; __ out of __ (__%) answered 50-74% of the items correctly; and __ out of __ (__%) answered fewer than 50% of the items correctly.--------- Kristin Boldin
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10/12 RESOURCE: John Cooksey describes an effective way of assessing pitch matching and vocal range in a group setting in his book, "Working With Adolescent Voices." I adapted it a little for my purposes. He suggests you use the song "America" (the one that begins, "My country, 'tis of thee...." because of its "limited" pitch range of a seventh. I found it's not ideal because the first half of the song uses lower pitches and the second half uses higher pitches. So, depending on where you are in the song, a student's voice could sound more or less in tune. I would try to find a song that had a range of a third or a fourth for this exercise.
Step 1: Make sure all students know the song. For the next activity, I tell the students I am listening for certain things in their voices, and I will mark their shoulders with a sticky note. It means something to me, but it doesn't mean you're good or bad.
Step 2: Choose a key in which most of the pitches will be mid- to low-range, around middle C. As the students sing, you walk around and put a red sticky note on the shoulder of each student who is matching pitch.
Step 3: Repeat in a higher key, A 440-ish, with blue sticky notes. If you find a student matching pitch who already has a red one, you take the red and give them a purple.
Step 4: Your students with no sticky notes are the ones who didn't match pitch in either key. To avoid making them feel left out, I have the class sing again as I walk around and give them orange sticky notes. Step 5: You now have four groups: red, blue, purple (or red and blue together... get it?), and orange (or neither red nor blue... get it?). I put the ones with red stickers on the side of the room where the lower voices will be standing, and the ones with blue stickers on the side for higher voices. Purple and orange get split in half and divided evenly between the two groups. Now you have two groups of singers divided as equally as possible. I use this to divide my choir into sections, but you could easily use it as an audition process without the students knowing it. ---- Mallory in MN
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SELF ASSESSING
06/14 Showing a video of their performance is THE easiest thing to do - and they're always mesmerized. Leading a discussion and letting them talk about their experience on stage (how they felt, what was unexpected, what they remember, etc.) is the second easiest, and is likewise pleasant for them. Letting them re-sing their program music can be fun. I do this, and I have them fill out a short self-evaluation something like this...I sang with my very best singing voice.
I used my eyes and face to express the words of the song.
I used good posture while singing.
My eyes were focused on Mrs. King during the performance.
I remember all (or most) of the words to the songs.
I was a good audience member for the other performers.
I use the smiley face wingdings font to make a smiley, straight, and frowny face. Sometimes I would make a row of circles and have them fill in a number of circles to represent the percentage of yes or no to the statement. For example:
My eyes were focused on Mrs. King during the performance: No/Ye
These kinds of options were good for K-2. We have such a HUGE range between the good readers and the not-so-good readers that pictures and graphics work much better than words or numbers! ----Tracy King http://www.musicbulletinboards.net
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My partner and I have just started a self-evaluation process in our classroom, using the rubrics guidelines in our county. We have a form that is one sheet of paper, front and back, divided into 1 month's worth of classes (we see the kids twice a week). In each of those divisions, there are five categories: singing, movement, performing, reading, and following directions.
Each class, we (the teachers) choose which activities will be for each category. Next to each of those terms, the numbers 4, 3, 2, 1 and "sat out" are listed. For example, we work on a song that we've sang several times before. When we are through, I say "now get out you evaluation sheet and circle your grade. 10, 9, 8, 7..." and when I get to 1, everyone is done. $ means they were on task at all times and trying their best, 3 most of the time, 2 some of the time, and 1 little of the time. Sta out is for when they are sick, or when I have sent them to time out, ect. If they circle this, they have to tell me why.
I have found that most of my students are extremely truthful, some of them are actually too harsh on themselves. But if I see someone not doing what they should during an activity, I will usually say something like "Brandon, I hope you realize that you are not on task, and will have to circle a two this time on your sheet." And they alsways do. And if I'm not sure that a student is doing all 4 work, but he/she keeps circling that, I simply announce "Those of you who have been circling all 4's, I will be watching you closely today to make sure you are really working that hard." And that child is on his top behavior for that day, and usually the following class, at least.
I supplement and change these grades when necessary, but it makes the students so much more responsible fro their grades, as they are in all of their other courses. Yes, it was a pain to get started, still has some glitches, but things are starting to run so much more smoothly. As an individual, you will have to figure out what will work for you (passing out the papers every day, making sure the students are doing what they should, have pencils, ect).
It does take up some time, and I used to sit every day and go through each individual sheet, but now I just keep a list of students who are not on task, and then I check their sheets to make sure they are filling them out appropriately.
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I started using this self-evaluation sheet a couple of years ago and it has really helped the kids to be more accountable for the things I'm asking them to do and the areas they need to focus on for improvement. I also make it very clear from the beginning that exaggerating the truth won't help their grade whatsoever (e.g: The kid who gets detention every other day gives himself all "+"s--his sheet goes straight to the recycle box!) It's really interesting also, to see what kids think they need to work on and what they enjoyed most that quarter--a real eye-opener!)
WEBSITE: http://www.eed.state.ak.us/tls/frameworks/arts/6assess3.htm#portfolio
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06/06 If a winter concert is part of your music program, have the students assess their own performance in the concert.
I sang with my very best singing voice. Always__ Almost always ___ Sometimes ___ Seldom __
I used my eyes and face to express the words of the song: Always__ Almost always ___ Sometimes ___ Seldom __
I used good posture while singing. Always__ Almost always ___ Sometimes ___ Seldom __
My eyes were focused on the conductor during the performance. Always__ Usually ___ Sometimes ___ Seldom __
I remember all (or most) of the words to the songs. Always__ Usually ___ Sometimes ___ Seldom __
I was a good audience member for the other performers. Always__ Usually ___ Sometimes ___ Seldom __ -- Denise Gagne www.musicplay.ca Musicplay - the Sequential Text Series
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10/05 PROJECT: Wisconsin Music Educators (WMEA) has the listening project, which is more like a competition...but it has excerpts, a study guide, and questions that the students must answer. You can get this year's (2005-2006) project by ordering it at: http://www.wmea.com/programs/lp_description.html
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RUBRICS
07/03 Here is a site that has a couple of rubric templates for the music class. Scroll down to the bottom of the page to find them.http://rubistar.4teachers.org/templates.shtml#third
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02/04 RUBRIC: Ways I encourage my students
Atmosphere in the classroom
Non-verbal: facial expression, eye contact, body language, proximity, gestures, pat on the shoulder:
Verbal: words of praise, tone of voice, use of name, praise to peers
Systems: awards, incentives, honor groups, displays, publicity: I just use these ratings. I don't make it too stressful for them. This goes home on a separate music report card with Ks and 3rds. Directions to the teacher: Provide the students with a copy of the song and have them listen to the first verse. Projects in music class may take several weeks to complete and will be completed during class time. Although homework in music class will be rare, it is expected that students will complete it and turn it in on time. Student performance skills are graded periodically using the following scoring guide: Daily Grades: Students will receive daily grades most days in music. The following guideline is used in scoring these grades. Modifications are made in accordance with all individualized educational plans. EXTRA CREDIT: A substantial amount of extra credit will be given to students who choose to perform at the annual winter and spring concerts.I also give a once a quarter AAA grade for most classes. Here's the link to the online scoring guide for this grade. Although its listed as 5 points I sometimes adjust that to 10 points or 25 points depending on the total overall points of the class. -- Contributed by Tracy/Bulletin Boards for the Music Classroom/ Audience Behavior (Listening Skill) Rubric Behavior Rubric Singing Voice Rubric Preschool: General: Seems to enjoy class, attentive, participates in class activities, sets a good example, treats instruments with respect Concepts: Can keep a steady beat, matches pitches, can echo melodic line, recognizes phrases, notices similar & different phrases
Elementary: General category above plus the following: When report cands are passes out they are placed at the beginning of the student's journal. The student's themselves review their progress over the quarter and give themselves a grade. They then bring it to me and I initial it if I agree or we discuss it if I do not agree. The student's then take their journal home for their parents to review, sign and return. This system has really educated the parents on what the kids learn in music, and the kids become incredably proud of their journals as the years progress. I collect and store the journals for the students during the summer, and then we just pick up where we left off the next year. It is a wonderful portfolio of their learning and often becomes a tool that the students use to refur back to something we have talked about in the past. ---the child matches pitch in the head voice There still remains the security issue. I know I can't carry it around in my hands and I refuse to leave it on my desk. Someone suggested a tie-on apron, like a carpenter might wear. Another suggested an over-one-shoulder small silken purse-type carrier. Like Lucy Locket's pocket. Still thinking on those..... I found a program for desktop that looks perfect for me - "Class Action Grade book" (www.classactiongradebook.com BUT it doesn't have PDA capacity. What I liked was that you could make seating charts in any configuration and take attendance AND input scores using the seating charts. Since I move all my kids at least 4 times a year in a major way and who knows how often in minor ways, this will be GREAT. - Contributed by Martha Stanley
For each of my 30 classes I created 3-4 tabs for each class: participation, standards, behavior, circle games, Recorder Karate Log. Actually I made one class and duplicated it 30 times so they would all be the same... Each tab has 30+ columns, one for each week of the school year, with week's dates included. Barring any snow days, I won't have to modify dates... I have put my listening quizzes like Carnival of the Animals and Peter and the Wolf on there. I have name the instrument quizzes with pictures. I even took digital pics of our classroom instruments and have a (end of year) 1st grade quiz made for them. Name the note quizzes could be easy because there are 8 answer buttons, A,B,C,D,E,F, G,H. More than enough for the music alphabet. Drawback: I don't think that there is any way to play sound files in the CPS program itself. My Peter and the Wolf is in a PowerPoint, with sound files embedded there, so that one works. -- Sally Utley Participation grade 1. I put down six pieces of paper around the perimeter of the room with the categories that the symbols fit into (notes, rests, clefs, tempo markings, dynamic markings, and other). With the younger students I told them which category their sign fit into and we all went to stand by the paper with the name of our category. Older students had to use the available resources in the room to find their category, if they did not already know.
Our school district has a license for Micrograde. It is a pretty good
program and is very simple to use. What is nice about the program is that I
can access the attendance rosters from the office . . . no typing of 800-plus
names! Check into what program your school district uses to keep track of
student attendance on the computer. Then look for programs that will allow
you to access the class rosters . . . saves a lot of typing time!!
My district uses Excel.
06/14 MAKEUPS DURING CLASS: When it's a singing or playing test I will also have them make it up in
class. I always test my students in groups 3-4 students and I always
videotape them. I will have the student who is absent pick 3-4 other
students to sing or play with them. It doesn't take long for me to do the
makeup test. I will only do this if the absent student is here for the next music
class. If they are absent more than once, then I just put "ex" in the
grade book and just let it go. Tami in CO
06/14 BRIEF TESTING: On my test for the clickers I will make a printed version. Students will
take the test in class. My test usually don't take them long to do. I
will have them do it while we are doing our opening routine (e.g music
rules, singing attendance, vocal warm-ups). This way they are not really
missing the lesson for the day.
10/05 CREATE QUIZZES! "quizlab.com" is a website that you can join (approx. $35 per year for single user) and actually create your own quizzes! Or, use quizzes that are already there. It's great, too! I have created about 25 or so music quizzes that my students can play at home or at school. The site even sends me their scores as well as a "tally" sheet on "who missed which" questions, etc. Very comprehensive. Very useful. Very cheap for what you get for your money. Schools can join as "group" users. . “Thinkin' Things 2” is a creative "higher level thinking" game that includes music, art, and other activities. Also super! -- Pat Boozer
5 ¬ The teacher uses all of the above categories with every class.
4 ¬ The teacher uses most of the above with every class.
3 ¬ The teacher sparingly uses some of the above categories with every class.
2 ¬ The teacher uses one category of the above.
1 ¬ The teacher does not use any of the above.
If the teacher is consistently using all of the above with every class, there will be concrete evidence; that being, the students are treating each other and the teacher in the classroom with respect, tolerance, and using encouragement with each other.
MUSIC SKILLS TESTING RUBRIC
K ¬ 2
MUA 1 SINGS ACCURATELY 5 ¬ 7 NOTE SONGS
MUA 2 PERFORMS SIMPLE PATTERNS WITH DYNAMICS
MUA 3 READS AND NOTATES PATTERNS
MUB 1 IMPROVISES AND CREATES
MUC1 HISTORATES AND CULTURATES
MUD1 KNOWS VOICE TYPES, INSTRUMENTS, AND USES SIMPLE MUSIC VOCABULARY
3 ¬ 5
MUA 1 SINGS IN PARTS WITH EXPRESSION AND DYNAMICS
MUA 2 PERFORMS WITH DYNAMICS AND TEMPOS, RESPONDS TO CUES MUA 3 SIGHTREADS AND NOTATES MUSIC
MUB 1 IMPROVISES AND COMPOSES
MUC 1 MUSIC HISTORY
MUD 1 ANALYZES FORMS AND KNOWS INSTRUMENT FAMILIES
MUE 1 CONCEPTUALIZES AND RELATES MUSIC TO OTHER AREAS
MUE 2 AUDIENCE BEHAVIOR AND KNOWS HOW MUSIC RELATES TO INDIVIDUAL’S EXPERIENCES
P - Performing Successfully
N - Not yet - Contributed by Patricia Albritton
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09/03 RUBRIC WEBSITE: It allows you to create your own
rubric. http://rubistar.4teachers.org/
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09/03 TEST TWICE GIVEN: We wanted it hard enough for them to get a "bad" grade at the beginning of the year and then to get a better grade after we "teach to the test" during the upcoming year so improvement is shown. Each test has two sections: written and performance. Each question has 4 multiple choice answers listed. This is a written test.
5th grade - Tzena, Tzena from STM , p. 354.
1. On what pitch syllable does the song begin? a. re b. do c. la d. so
2. On which pitch syllable does the song end? a. re b. do' c. do d. la
3. In which sections do you see dotted barred eight notes? a. A b. B c. C d. none
4. From which country does this song/dance come? a. Mexico b. Israel c. United States d. Nigeria
5. On which continent is that country located? a. South America, etc.....
6. Into which genre would you place this song? a. Classical b. Rap c. World Music d. Jazz/Swing
7. Identify the form of this song. a. 2 - part (AB) b. 3 - part (ABA) c. 3 - part (ABC) d. Rondo (ABACA)
8. How many phrases are in the A section? a. Four b. Two c. Three d. One
9. Listen again as your teacher plays only beginning of the song and identify the instrument that is featured in the introduction. a. clarinet b. tuba c. flute d. trumpet
10. In which instrument family does this instrument belong? a. string b. brass c. percussion d. woodwind
11. Decide how the melody mostly moves, by: a. steps b. skips c. leaps or d. repeats.
12. Decide if the rhythm of the B section is: a. even b. uneven c. staccato or d. legato Choose the tempo that best describes this music: a. presto b. allegro c. lento d. andante - Contributed by Patricia Albritton
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GRADING SYSTEM: Assignments and Projects: Students will work on assignments both in and out of class time. These assignments will reinforce topics discussed in class.
4 points-consistently displays evidence of mastering the skill
3 points-displays evidence that the skill is mastered most of the time
2 points-displays evidence that the skill is still being learned and practiced
1 point-displays evidence that the skill is not mastered
3 points: Student worked/performed at a consistently high level. They participated by listening and/or performing the entire class period.
2 points: Student worked/performed at a moderate level. They participated by listening and/or performing most of the class period.
1 point: Student worked/performed at a low level. They participated by listening and/or performing for only a fraction of the class period. Improvement is needed.
0 points: Student did not work/perform at a level that is considered appropriate for the music classroom. They consistently did not listen or perform during the class period. Improvement is needed.
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07/03 GRADING RUBRIC:
Playing Skill Rubric
5 Perfect! Listens to the ensemble and fits with the beat. Right rhythm, right notes, and right timing.
4 Close, really close to perfect.
3 Close, but need a bit more practice.
2 Playing, but not accurate.
1 Playing, but needs guided help.
5 The students attention never wavers from the performance or instruction. The student exhibits exceptional behavior providing a model for others.
4 The student listens attentively, but his attention is occasionally distracted. He may have turned around or notkept his or her own body still.
3 The student listens, but needs teacher reminders to pay attention.
2 The student needs frequent reminders to sit still and stop talking. The student has to be moved in proximity to the teacher because he or she is keeping other students from listening.
1 The student has to be removed from the performance or class.
5 The student exhibits respect for others, possesses self- initiative, and has impeccable behavior.
4 Close, but not impeccable. May have slips.
3 Close, but may be less patient with other students or need teacher guidance.
2 Needs frequent teacher supervision, serves weekly time outs, and has written two or more thinking sheets during the grading period. May have served a time out in the Campus Monitors office. 1 Received an office referral.
Objective: The student will gain the use of the singing voice.
National Standard 1: Singing, alone without others, a varied repertoire of music.
5 SINGER: The student lifts the voice above the register lift (above B flat) and uses the upper (head) register. 4 INITIAL RANGE SINGER: The student uses the middle register and sings in the initial song range (D - A). The student does not yet access the upper register.
3LIMITED RANGE SINGER: The student uses the middle register (a light quality), but sings in a very narrow range (usually D - F#).
2 SPEAKING RANGE SINGER: The student sings in the low (chest) register, from about low A to Middle C, the range of the speaking voice.
1 PRESINGER: The student chants the words of the song instead of singing.-- Contributed by Patricia Albritton
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6/01 REPORT CARD has five areas that we also assess with 1-3 and an overall
letter grade for 2nd grade and up. The categories are: Vocal Skills,
Instruments, Music Literacy, Participation, and Behavior. Participation and
Behavior are separate because I often have well-behaved children who do not
actively participate, but I suppose that this category could be combined
with behavior, or perhaps lack of participation could be a justification for
a low assessment in the vocal or instrumental areas.
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EVALUATING
RHYTHM NOTATION: One of the best assessments of rhythm reading skills is simply to have the students fill in a measure or two, using the rhythms being tested. With younger students we have ta & ti-ti sticks (NO, they're not cut up plastic straws, they just look like that!, I tell my kids.) They begin by working in pairs to put down a rhythm they heard, then individually. [email protected]
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MONTESSORI: I teach in a Montessori school ages 2 thru 4th grade though the majority of elementary age students are in first grade. I understand what you mean by good intentions and how easily the time and curriculum can get away from measuring and accounting for what you have taught. Below is a list of categories that I use to evaluate. (If you are in a public school and use letter grades, this might not be helpful.) The general ideas (classroom behavior & participation) are checked in one of 3 columns: sometimes, most of the time, & always. The pedagogial concepts are checked (or a dash if not covered) in 'presentation' & 'application' (to determine if the concept was taught and applied by the student) and then are checked in one of the 3 columns listed above (sometimes, etc.,)
Form: Understands Theme & Variation, ABA, AB, similar & different phrases, recognizes phrases
Harmony: can: sing an independent part, play independent part, say independent part
Pitch: can: sight sing pitch patterns, echo melodic lines, match pitches, knows scale names (I list what we've covered)
Rhythm can: read rhythms, echo rhythms, keep steady beat
Sight sing: can sight sing a phrase with moderate success (few mistakes)
I fully realize this is way beyond what you could handle with so many students, but I think the following things are important:
1. Come up with a plan for the year and projected goals (concepts to be learned)
72. Choose the most important concepts you think you can measure with a plan as to "how:
3. Test the kids and evaluate their performance (This is tedious but if you have an activity (quiet) such as a puzzle or game the others could do at same time, it could work) (I only test very briefly and only one concept such as rhythm per day - so I spread it over 2 weeks)
4. Be sure to have positive remarks for every child if not in learned material then in other areas.
This could mean that you only have 3 areas of evaluation or so. Good luck!
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I do have 5th and 6th for 25 mins. instead of 20 mins. I have made a grid where I write the kids' name on the left going down and across the top I have areas of assessment:
Days Absent Happy notes/Participation Matches pitch Displays steady beat
Movement/Dance Rhythm Reading Written Work - (older grades)
Instruments - this one is different for each grade
During the quarter, at the end of each class, I simply put a mark in the square that needs special attention. I use a plus sign for outstanding achievement and a minus for serious concerns. The parents are able to see this at conference time also. If I have extra comments, I make them on the side of the grid and date it. Then doing grades is relatively fast and easy. It is still very subjective, but assessing music always will be unless you only take grades from written tests only...which is not how I believe it should be.
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WAYS TO EVALUATE: Define repetition in music. Define contrast in music.
Can you HEAR the repetition and contrast in the sections as the pupil performs the piece? YES NO
Have the student LABEL the repetition and contrast on the written music.
Did they label them correctly? YES NO 100% 90% 80% etc.
Have the student DISCUSS their use of rep. & con. in their music.
Have the pupil WRITE a narrative describing how they composed the tune.
Did the writing/discussion demonstrate their understanding of these concepts? YES NO
Did they explain why they chose a contrast and not a repetition for part 2? YES NO
Rubrics can be developed.
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EVALUATE SIGHT SINGING: I teach kids a set of patterns using melody cards and solfege. The learn them as a class and them before we go to play them at instruments, I call one name at a time to do a "voice check." I flash card, they sing. If they cannot sing it, I sing it for them and they echo. I don't take off any points if they can echo aopposed to read, I may put a mark if they can or cannot read only. By the end of the year, most children improve from 2 to 3, or 3 to 4 and most of my fourth graders move from 4 to 5 in accuracy.
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GAME: At the end of the year we also play a game called "music twister" One or two lines of kids. I flash the card and whoever hits their melody bell first sings it first. The first person to sing it accurately goes to the music staff and puts their feet and hands on a note on the staff. Usually it is a 4-note pattern. Ist note-foot, 2nd note other foot, 3rd note hand, 4th note hand.Then walk accross the staff in that position and receive a piece of popcorn before entering the line again. The loser stays until he does win. For the music staff, I put tape on the floor or rug- three lines-so, mi, and space la for G,E, and A.I also put the letters so, mi, and la where the notes are. THis helped them to read the patterns better. During a half hour class, you can focus on hearing a child about 4 times to find their accuracy. Even those that refuse to use their singing voice are somehow persuaded for popcorn. For the "low aptititude" kids, I gavethem a few chances and then let them go without embarrassing them. Only about 4 kids had this problem in grades 2-4
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CATEGORIES: I select 5 areas of instruction for evaluation during each quarter. Those are listed for the students on a poster so that they know in what areas they will be held accountable. Beginning 3rd grade areas may be 1) rhythm patterns, 2) echo singing, 3) matching high/low pitch, 4) playing level borduns (Orff), and 5) learning and performing simple dance steps. As 3rd grade is my entry level, I use the first quarter of the year for evaluation of the grade level skills. Areas may be adjusted according to their prior skills, but within each area I can assess each child's level of expertise as high, average, or low abilities. By the end of the quarter, I have at least 5 areas to define as a letter grade for the child. I only "grade" one day every 4 classes or so (I see each class twice per week) and that happens after I have taught a concept, they've reviewed and practiced it several times, then I use a computer gradesheet to mark O,S,N,or U as I evaluate them in class. Over the 5 areas for a quarter, I know when to reteach a concept if a large number of my students were marked as N or lower. I then use a criteria as follows: must have 2 or more Os and nothing lower than S to receive an A must have 4 marked as S and nothing lower than N higher = B if a student has 2 Ns, the grade is a C or lower one U may equal a C 2 or more Us usually equals a D or lower
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CATEGORIES: I organize my grade book according to the National Music Standards. However I break them into six categories: Singing Skills, Playing Instruments, Notation, Composing and Improvising, Evaluating and Analyzing, Music History and Culture, and Respect. All students also have a music journal that is broken into the same catigories. Many of the songs, a list of songs we have learned and the skills that they covered, a world map that the students write the songs they learned on the country the song came from, worksheets, listening guides and maps, compositions, and composer of the month information, goes into their journal as we are working on it. Also all tests or assessments go directly into the journal.
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REPORT CARD: I send home with the children:
1. Able to match tones with singing voice 2. Remembers music theory 3. Has a good sense of rhythm
4. Good listening skills 5. Is coordinated in sing and playing
instruments
6. Has a good willing attitude in class
7. Follows directions well
8. Uses imagination when asked
9. Shows consideration for classmates
The grade received in each category is either: + = Satisfactory 0 = Needs improvement 0+= Improvement shown - = Unsatisfactory
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BOOK: I've also, this year, begun to take the subjectivity out of the behavior grade by adapting a classroom control method suggested by Cheryl Lavender in "Making Each Minute Count," a book I have found helpful
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POINT SYSTEM: High School Band and Choir and elementary band are similar except that they are graded on performances. My principals support this grading policy because these are PERFORMANCE classes and the kids CHOOSE to be in them. Each performance is worth 100 points.100 points-came to performance on time, dressed appropriately and participated adequately 80 points - same as above except one of the things wasn't met (for example they were late or they were on time but were not dressed appropriately) 0 points for a no show or unexcused absence the performance is excused if the student is in the hospital or their housed burned down (which happened one year, ironically) or something similar.
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Elementary grades use the elementary grading scale A,B,C,N and F with percentages (96-100 is an A, and so on.....) Ditto for high school and junior high except they use the high school scale that has a D where the elementary has an N.
Just as a note: If a student enrolled in elementary band receives an N (just one in any of the "solid" classes) they are immediately dropped from band until the grade is up. This happens mid quarter at progress report time and at the end of the quarter at report card time. Yes, I think this sucks and yes, I've lost many TALENTED musicians because of this. Elementary principal will not budge.
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I like my high school music teachers basis for grades:
If you showed up to class and the concerts and caused no trouble while you were there, you got a C - satisfactory.
If you wanted an A or B you had to choose to participate in extra ways.
These are some I remember... Points were given for:
Auditioning for small ensembles Being selected for a small ensemble
Auditioning for the musical Being selected for the musical
Auditioning for section leader Being selected for section leader
Running for an officer of the choir Being selected for an officer of the choir
Taking mini-voice lessons(15 min). He gave these before/after school and during lunch. The man had no life.
There were different point values assigned to each which I don't remember, but I think if you tried out for 2 different things and took a several of voice lessons you could get an A.
We were a brand new high school and he was aiming for high involvement as well as encouraging all students to put forth effort.
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Front page:
My Monthly Music Grade for the month of_______________ Name:
_______________________
This has a music border and is centered with plenty of space for the month and name
Inside Left and inside right:
Lines divide EACH SIDE into four blocks (we see the kids 8 times in one month, you can redo to fit your own needs) In each block:
Date:_________________
singing 4 3 2 1 S/O moving 4 3 2 1 S/O
reading 4 3 2 1 S/O following
performing 4 3 2 1 S/O directions 4 3 2 1 S/O
Sat out:_______________________________________________________
Comments:____________________________________________________
Outside, back:
This section is a letter to the parents, explaining what this form is and the grading process. You can write your own, to fit your needs. At the end of the month, I total up the average, adjusted with my own scores of course, and I use this form:
FINAL AVERAGES: COMMENTS
SINGING 4 3 2 1
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READING 4 3 2 1
PERFORMING 4 3 2 1
MOVING 4 3 2 1
FOLLOWING
DIRECTIONS 4 3 2 1
Teacher's signature: __________________________ Student's signature:
__________________________
Parent/Guardian's signature:__________________________
I have tried several different form, and we like this one best because it saves paper, and it is a monthly update that is sent home to parents once a month, and behavior problems are remedied quickly, in most cases, by the next class time.
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http://www.music.miami.edu/assessment/
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My easiest one for fundamentals or instrument performance is to play Tic Tac Toe. I make a large game square on the floor, divide the group into teams, and begin questioning. They usually can draw a card which they have to play, clap, sometimes sing, or sometimes listen & identify. If they get it, they move into a spot for their x or o team. The team members may help only when the student is deciding the place. As for singing, I have found that, at least through 3rd grade, if I use a microphone & walk around with it they get used to singing for it. Then, when I really need to evaluate, I have them do a "recording studio". They get to sit on my black stool in front of the
microphone, say their name & sing a short part of any one of 3 or 4 familiar songs which they choose from my list.
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GAME: Students sit in a circle on the floor. I choose 5 objects, of which 3 are ALWAYS a pencil, pen, and mallet (and usually a ruler and a stuffed
animal that is a seal). The kids hide their eyes, and while I count to 10, I hide the objects behind 5 students. When I get to 10, they open their eyes and reach behind them. (If they have an object, they leave it there.) The class sings "Who Has the Pencil?" (sol mi la sol mi) Billy Bob, who has the pencil, brings it out of hiding and sings a solo "I have the pencil!" and then he chooses the next item to be found. When all items are found, the 5 children who have them hide them while I again count to 10 (from a very comfortable chair, as with Carol's jumping game). The last person to sing in the first round chooses the first object to find in the next round, and we continue until all have had a turn. This game gives me an opportunity to assess the stage of development of each child's singing voice, without causing undue stress and trauma for the child. (They usually don't even notice that I'm writing.) I make marks in my grade book that would look like hieroglyphics to anyone else, but tell me that:
---the child sings the intervals correctly but pitched lower than what was sung to him/her
---the child comes close to matching pitch
---Pitch? Is this a baseball game?
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09/03 SOFTWARE
There are several grade book programs out there that allow one to use a pda with desktop computer. I've looked at (I bet) all of them in the past two years, but hey - I'm open for a new one........ The one you suggest - EasyGradePro- was the one used in my old school. The classroom teachers who bothered to learn it loved it. They would print out a weekly report for every kid. Talk about accountability! It can work with an unlimited amount of classes on the desktop. But it will only synchronize 16 classes at a time on the PDA. I have 24 classes. And THAT is the music teacher's dilemma every time. It seems that developers haven't quite figured that part out yet. I have learned, just today in my search, that at least one grade book (cited below: Class Action) program is available in 3 versions: for teachers with a single class, teachers with many classes, and university teachers who have LARGE classes and don't need a seating chart. BACK to Top of Page
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KEEPING TRACK
12/16 12/16 This year, i'm doing a rubric seating chart with assigned seats. On each
session, there is a date and I give them a 0 to 100 depending on behavior
and following directions. If they try, I give it to them. If they are too
busy running around my room (they do that) and I have to warn them, it goes
down 10 points for every warning. This way, I have a constant legible flow
chart for grading. ---- Jyminia In Camden County
01/16 PLICKERS: https://www.plickers.com/ is the website.
You set up a free account and print out a set of 40 QR codes (the black
and white square scanny things) that record different responses based on
how you are holding them - each side is labeled A, B, C, D and students
respond with whichever letter by holding the square so the chosen letter
is at the top/right side up. You then use your device of choice (smart
phone, iPad, iPod touch, etc.) on which you have downloaded the free
plickers app to scan across the squares that the students are holding up
and it records their answers.
On the website, you set up a class where you can assign names to the
numbered squares so a student gets the same one each time and you can
track responses to individual students (or if you're not a music teacher
and don't have as many students, you can give them a paper with their QR
code that they keep and pull out as needed). Then, you set up a question
and assign it to the class you want to answer it. You can project the
website so students can see the questions and answer choices, and you
can set it to show what you're doing on the app in real time so they can
look to see who has answered or not (if someone needs to hold their
square up again or whatever) and you can show a graph of how many
answered which answer and discuss the correct answer and all that (but
it doesn't show who answered what). Later you can go in and access who
chose which answer for each question you asked.
tl;dr - they're a low-tech version of voting/clicker/responder devices
for multiple-choice or T/F quick informal assessment.
~Ann in NC
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06/14 IDOCEO: I use iDoceo iPad app after watching Gary Heimbauer's how-to video. I
especially like the fact that I can create a column in the gradebook, then
move over to the seating chart view, associate that column with the seating
chart, and double tap on a student's picture to assign a grade. The grade
then ends up in the gradebook in ABC order, no matter what order I move the
seating chart into. There are also MANY grading options. Letter grades,
number grades, icons like smileys or flags, text. I have been using a
quick counter to keep track of behavior issues. When I double tap on the
student picture, a -1 appears in the corner. When I use a rubric for
assessing a skill, I set it up so that the number keypad appears when I
double tap. The calendar/journal pages are very helpful for remembering
just how far each class got into the lesson plan, and which classes missed
for field trip or testing. ---- Sally Utley
For the participation tab, I set it up to give me several choices, 5 smilies from green to red, a late symbol and a red X. If they are absent that day I mark then with a red X.
If they do not participate at a level I think deserves green, I assign them light green, yellow, orange or red. Everybody else gets green.
For the standards tab each column is a standard I have or will assess. I set it up to give me number choices: 4 = perfect, to 0 = not achieved.
Not sure what you mean by "haven't found a way to keep the first & last name visible while moving from class to class on the seating arrangement page" or "toggle the first 'switch'." I haven't figured out how to switch from class to class on the seating chart page. I always go back to the grade book page and then the main list of classes, then choose the next class. But maybe you don't see the student names on the seating chart? If so, choose the top right "gear", then center button under "background image" to show the student names under their pics.
I have figured out how to assign entries to columns in the grade book area, via the seating chart. This is very handy. The little gray pic with the letter "i" in the top left of the seating chat allows you to choose which column to modify in the grade book area. I use this all the time.
To set up a grade book page to use icons you have to do a couple things:
1. Double click the column header
2. Click the "editor" button (2nd from top left) and choose "text with icons". I choose this one so I can choose an icon and include text if necessary. Like >red face< "kicked another student" etc.
To set up or change the icon choices, go to the main startup page, click "settings" (left side bottom, the gear shape), then choose "icons" in the grade book section. Here you can tell iDoceo what icons you want to list when double click an entry in a column set with "icons with text".
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SIS: Ours is SIS (School Information System). It does everything, attendance,
grades, emails to parents, student information, lunch count etc.----Brenda Kehl
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SEATING CHART from BOOMERIA: I use a seating chart that has 10 squares. I use one for each week of the grading period. I note any problem with individual students as well as assessments, etc. in the appropriate square. There is room on the page for notes, what is assessed, etc. Since we only give S or N grades, it's easy to see at the end of the quarter how each student has done. It also tracks their absences, tardies, early dismissals, etc. Students can earn up to 5 points a day, and that can be noted in the square as well. I keep my seating charts, IEPs, student contact information and lesson plans in a binder. During a fire drill, emergency evacuation, etc. all I have to do is grab my binder from the music stand in the front of the room and out we go. At the end of the quarter, I move the seating chart to the back of the binder. I have everything in one place. ----- Donna Roye
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I analyzed the standards our county recommended for assessment each quarter. Some are concrete, like name the families of the orchestra or compare elements of music in different cultures. I used the cps program we have in our county to develop a quiz each quarter where students responded with clickers. Last quarter I put in answers and each class wrote questions andthe next week took the quiz. (We are using the Charlotte Danielson method and it is distinguished to have students develop rubrics, develop tests, leadthe direction of a lesson.) I had better success getting good questions when I asked, "What question would we ask for these answers? Use the words Africa and rhythm in the question." ---- Linda Zaudtke
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DAILY GRADES:
I give my students a daily grade. this is based on behavior/participation.
I am not a techno person, I still prefer hard copies.
I have my grade book/lesson plans right on the stand in front of me when
teaching. When I call role they answer yes or no, that tells me whether they have
their folder or not, that is coming to class prepared. First nine weeks
is 5 points off automatically their daily grade. Each quarter 5 more
points. Then at the end of class i figure that in plus participation and behavior
At the end of the week, I average the daily grade and put that in Power
teacher which is our computer gradebook.
I do a folder check each interim, that is a quiz grade
I enter any other quizzes, homework. All this is averaged then for me.
Interim time we give a letter grade. End of quarter is a number grade,%.
Semester grade and final grade, is also figured by the computer.
We then verify and tell our IT person. ---- Susan C. Harris
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GRADES INC. LACK OF ATTENDANCE: At least once every six weeks I try to have SOME sort of formal assessment (clickers, a simple written assignment,or a performance-based rubric, etc.). I can't grade on attendance, but I can grade on participation. If you're not there, you're not participating. So - if you participated and did your best, you get 100 for the day. If you were not there, you did not participate, and therefore get a 70 for the day. I keep my formal assessments short (5 items usually - 10 max). Before I post my grades, I look them over to see if any student fell below 90. If they did, I evaluate why (many absences, fooling around and not paying attention, paying attention but not being able to succeed on the formal evaluation, etc.). If I think they deserve to be in the 90's with the rest of the class, I will click "no count" on one of their lowest scores. If the lower-than-90 grade is well-deserved, I take advantage of the comment section of our report card system. "Student needs to follow class rules....Attendance affects performance...Student needs to respect school staff...Student needs to respect school property..." etc. I also take advantage of the grade reporting system to give a comment on EVERY child. Fortunately, there is a feature in our system that says, "Fill in blank comments with..." and it will automatically give the comment I suggest to every child when I post grades - usually "Excellent student." I also make an effort to recognize improvement and will use the "Has shown great improvement" comment. You may not think this matters, but teachers at my school sometimes don't make use of the comment opportunity. I have had parents in the past say to me, "Mr. Sands, you are the ONLY teacher who ever comments on my child..." Our job is to build them up, not tear them down. Don't give "blanket grades" but don't get too tough on them - their lives are filled with "assessment" as it is. ---- Norm Sands
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POSITIVE PRO-ACTIVE PARTICIPATION.. It has three parts so I can give 15 points total or divvy it into 5 point sections, if necessary. So if a kid CAN do it all, passes all the assessments, turns in all the homework (yes, I give them homework) on time, and yet is a total jerk in class - or an incomplete jerk in class - I can tag him for it and have it show up in the ever important report card grade. Totally valid, fills up the gradebook, communicates to parents/admins/students...Martha Stanley
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NOTEBOOKS: I use two-pocket folders for each child from 2nd grade through 5th. At the beginning of the year I type everyone's name and class on computer labels and put the labels on the folders. The folders are stored by class in cardboard magazine files on shelves. (In late August or early September I can purchase the folders at Pharmor's for less than large quantity pricing through office supply stores or school supply catalogs.) I keep a supply of pencils in a plastic box. We pass them out and collect them as needed. I also have enough clipboards for one class, but we can usually use the folders as a hard surface when writing. In the folders we keep a 8"x14" (folded) timeline on which we record the title, composer and date of any classical music we study. We have a paper for vocabulary,to which we add new terms and definitions as we learn them. We have a performance sheet. When anyone is ready to sing or play a solo, they hand me the performance sheet and I fill in the title of the piece, the medium(voice, recorder, Orff instrument), the number of measures in the piece, the number of measures they performed correctly and any comments I might want to add. Rhythm worksheets, melodies for recorder or Orff instruments, staff paper for notation, rhythmic composition forms, etc. are other items that accumulate in the folder as the year goes on.At the end of the year the students take their folders home to keep. Students often hang on to these folders for several years.
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12/07 CLICKERS, PERFORMANCE SOFTWARE: We have them at my school. I DON'T GRADE PAPERS ANYMORE!!! Ours are the Classroom Performance System from einstruction.com. I admit that I still have trouble figuring out how to MANAGE them with so many different classes. Passing them out and taking them up takes too much time!
They can be used with PowerPoint. It would be better to have a large projector instead of the TV/AverKey, just because the pictures would be bigger. I haven't tried the specific version CPS for PowerPoint, but the general version works ok. The specific one may be even better. We have had ours for about 5 years. The batteries in the keypads have never been changed, but they were running out like crazy last year. That is something to consider. I'm trying to get someone else to buy me 60 new AAA batteries.
If you do some practice on your own, you can even ask verbal questions "on the fly" and kids punch in answers, then you click on the correct answer.
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07/11 KEEPING TRACK: I also keep track of comments on seating charts. Dates and points not earned are documented. Students earn 100 points for daily work and each begins with zero. 20 points are earned for bringing supplies and also for following directions. The remaining points are earned for participating and following directions, etc... Children who forget supplies are logged in with the following: -1/S/3-20. To me this means, minus one letter grade for forgetting supplies on March 20th. I don't log in all the other points earned, as I know they've earned 100 if none are lost. It's a simple system to keep up with and has very little documentation needed.
Typical comments logged in on seating charts include the following: S = supplies, P = participating, FD= following directions, OT = off task, B = behavior. (I'm always careful about lost grades over poor behavior, as I don't think it's legal to base grading on behavioral issues.) – Linda
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12/07 RUBRIC for Music Class: For performance assessments
5- Perfect - 100
4- Minor Mistakes 90
3- Several mistakes but was able to complete exercise 80
2- Needed teacher help 70
0- Refused to do exercise or did exercise with a bad attitude (my jokester gets to demonstrate how it can be done with a bad attitude so they're all clear) - 0
10- No problems 100
7- One problem (or minor participation problem) 70
5- two problems 50
0- had to be removed from the room (or no participation) 0 -- Sara Power
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12/07 USE SEATING: I have assigned students to "home bases" in past years that were particular spots on my risers. Because of a folk dance unit that I do at the beginning of the year with 6th grade, and my desire to use Mallet Madness and have more space on the floor for instruments - I folded up my risers and stacked them against the wall. I used large Sharpie markers in four colors and put 30 different musical signs and symbols on the laminated part of my classroom floor (all of the ones in my Gameplan set of visuals and more). My seating chart (for myself and also subs) is drawn out to look like the floor and has each musical symbol in a box, which includes a small piece of Post-It with the child's name and 12 small squares for marking assessment (+, -, or check mark). The Post-It is very handy for changing a child's placement easily if the spot I chose for them "isn't working" (can't stop talking to their neighbor, or keep their hands to themselves, etc.) The most fun is all of the different activities we have done to familiarize students with the names, functions, and categories of the various signs and symbols. The first week with students in grades 1-4, I gave them a picture of one of the symbols and they found the matching symbol on the floor. Students in grades 5 and 6 were given a card with the name of the symbol, and they had to use the available posters and visuals in the room to locate their sign or symbol. These became their assigned "home bases". Since then I've been doing a short opening activity with most of the grade levels to further "cement" their knowledge of the signs.
2. We "introduced" our sign or symbol to 3 other classmates using a formal introduction "Susie, this is treble clef. Treble clef, this is Susie". (One boy went so far as to insist that the kids he introduced his symbol to "shake its hand". Very cute!)
3. We put our signs or symbols in order within the categories. Ex: Dynamic markings from softest to loudest. Tempo markings from slowest to fastest. Notes and rests from the shortest duration to the longest.
4. We found out which sign or symbol I call the "Queen" or the "King" of them all (depended on whether a boy or girl had been assigned that symbol.) It was of course the "staff". We all bowed to the king or queen. I explained that without the staff, the rest of them would all be without a home and without a job - because they all were located either on or near the staff.
5. We've divided into groups for games and activities based on the color of their symbol (red, green, blue or black). We've also divided up into the categories I mentioned earlier (notes,rests, etc.) to form smaller groups. -- Leslie Ritter
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06/07 NEW TECHNOLOGY: http://www.bucknell.edu/x11012.xml wait for permission
“Clickers (or personal response devices) - along with the software associated with such devices - collect and record student responses to questions during class sessions. The system allows for active participation of the students and provides immediate feedback to the instructor. ITEC has a limited supply of clickers to lend to faculty and students for trial use.”
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CLICKERS: My husband (a high school teacher) thinks they are awesome. The program will automatically show you the percentage of achievement and what you need to work on. It also automatically takes grades to the grade book. Pretty cool I know that some of my former kiddos at the University of Missouri have them as a requirement for some classes and that is how they are testing - Wild! Though, as a k-4 music teach I fail to find any practical use for such an expensive venture. . . Like many of you I assess through music games and performance. They do so much better when they don't even realize that you are 'testing' them! -- Elizabeth Tummons, Kindergarten - Fourth Grade Music Specialist, Southern Boone County Public Schools- Ashland, Missouri
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10/05 DAILY EVALUATION: How this is accomplished for me is to document points earned by only writing down the points NOT earned (which are very few, as most participate enthusiastically). I just behave to the students as if I'm writing VIP individual grades in my grade book while bragging on them for participation points earned. All I'm really doing is just documenting those points not earned. Quick and simple method. When I look at my seating chart, if there are no marks under the child's name I know that means 100% for participation. It's very positive, too. I don't spend time preaching to those not participating while focusing on those who are. This usually encourages those who don't participate to want to. Works for me. Might work for some of you. Sure helps with behavior! -- Linda Lawson, Upton Elementary School Music Teacher
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GRADE QUICK: My school system uses a program called Grade Quick. It's a district
wide program. The teacher can use it for only grades, all the way up to
attendance, grades, tests, etc. I highly recommend it. Entering in the
names is a one time thing. After that, all you need to worry about are the
daily grades/assignments.BACK to Top of Page
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TESTING
06/14 ACTIVITIES DURING TESTING Kristin Lukow's Basketballs to the Beat:
https://www.youtube.com/watch?v=IkAsCdsol18. Super fun, especially for the
teacher :)BACK to Top of Page