Interim Assessment Expansion
Formal Interim Assessment from Lesson 7
The purpose of this assessment is to measure the students’ proficiency on the objectives that have been taught. My students and I will be the stakeholders that use the data from this assessment to determine what objectives need to be reviewed or re-taught. The rubric used for this assessment will specifically measure the student’s proficiency of the following objectives:
This rubric is also used for the summative assessment which will allow me to see each student’s improvement or lack their of. The interim assessment will be given after many formative assessments for maximum student success Here is an example of the formal, achievement data that would be produced by this assessment:
- Sing with proper breath support (deep, low, and fully expanded).
- Sing with correct focus of tone.
- Perform with unified vowels as an ensemble.
- Sing correct pitches.
- Tune chords instantly as an ensemble.
- Sing with a strong sense of tonal center among the ensemble.
- Sing correct rhythms (notes and rests).
- Perform attacks and releases correctly as an ensemble.
- Sing at the tempos marked in music.
- Sing with correct and language-appropriate pronunciation of consonants and vowels.
- Sing with correct and stylistically appropriate enunciation.
- Perform diphthongs correctly.
- Sing with phrasing that is appropriate to notation and text creating forward moving musical lines with fitting rise and fall.
- Sing with dynamics marked to enhance the expressiveness of the musical phrase.
- Sing with syllabic stress that enhances the phrasing and meaning of the text.
- Perform with a tonal balance among each section of the ensemble.
- Perform with professional stage deportment as an ensemble, including entrance/exit, posture, and attention to conductor.
- Perform with facial expression and physical involvement appropriate to the text and style of the music.
This rubric is also used for the summative assessment which will allow me to see each student’s improvement or lack their of. The interim assessment will be given after many formative assessments for maximum student success Here is an example of the formal, achievement data that would be produced by this assessment:
Action Plan
If the tenors are struggling more than the other sections to meet proficiency of an objective, then I will know to have a sectional time where I work with the tenors and section leaders lead the other sections. I will adjust my teaching style to use examples and more specifically appealing to men. I will also bring in my male choir teacher friend to demonstrate different techniques male vocalists use, which I cannot demonstrate as a female vocalist.
If more than 40% of the choir fails to meet proficiency of performing with facial expression and physical involvement appropriate to the text and style of the music, then I will bring in mirrors during the next lesson. The choir will watch themselves singing in the mirrors so they can monitor and adjust their facial expression. Then the choir will turn away from the mirrors and perform while maintaining their newfound facial expressions.
If more than 40% of the choir fails to meet proficiency of performing with facial expression and physical involvement appropriate to the text and style of the music, then I will bring in mirrors during the next lesson. The choir will watch themselves singing in the mirrors so they can monitor and adjust their facial expression. Then the choir will turn away from the mirrors and perform while maintaining their newfound facial expressions.
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