Formative Assessment Expansion
Formal Formative Assessment from Lesson 1
First, the students will hold up a thumb (up, side, or down) to show how accurate they think they are with the rhythms far. I will tally the thumbs of the three categories. Next, the students will hold up a thumb (up, side, or down) to show how accurate they think they are with the pitches thus far. Again, I will tally the thumbs of the three categories.
The purpose of this formal formative assessment is to inform me of the student’s perception of their current pitch and rhythmic proficiency. It specifically measures the student’s perception of these two objectives:
The stakeholders that would be interested in the data from this assessment would be the students and me. The students are involved as the assessment measures their perception of their proficiency. I will benefit from this assessment by comparing it to future assessments. If I assess these objectives the same way at the end of the next lesson, I will be able to use the data to note the class’s perception of their improvement or lack there of.
Here is an example of the formal, perception data that would be produced by this assessment:
The purpose of this formal formative assessment is to inform me of the student’s perception of their current pitch and rhythmic proficiency. It specifically measures the student’s perception of these two objectives:
- Sing correct pitches.
- Sing correct rhythms (notes and rests).
The stakeholders that would be interested in the data from this assessment would be the students and me. The students are involved as the assessment measures their perception of their proficiency. I will benefit from this assessment by comparing it to future assessments. If I assess these objectives the same way at the end of the next lesson, I will be able to use the data to note the class’s perception of their improvement or lack there of.
Here is an example of the formal, perception data that would be produced by this assessment:
Action Plan
If more than 40% of the class shows thumbs side or thumbs down on rhythms, then I will have the class practice speak the text in rhythm during the next lesson. Once rhythms have been mastered, pitches will be added.
If more than 40% of the class shows thumbs side or thumbs down on pitches, then I will do sectionals during the next lesson so each section can spend quality time mastering the correct pitches.
If more than 80% of the class shows thumbs up, then we will move on to the next lesson.
If more than 40% of the class shows thumbs side or thumbs down on pitches, then I will do sectionals during the next lesson so each section can spend quality time mastering the correct pitches.
If more than 80% of the class shows thumbs up, then we will move on to the next lesson.
Click here to continue to the interim assessment expansion.