Assignment 5

4 points

SED 3330 Instructional Tasks in the Secondary School

Assessment Examples
Due: September 20

For this assignment, you must provide complete information for your Learning Segments:
Diagnostic assessment
Formative assessment
Summative assessment

and information for one

In-class activity and
Homework assignment

Diagnostic Assessment

1. Describe (a) the diagnostic assessment you will give at the beginning of the Learning Segment and/or (b)
how you will use previously-collected information to function as a Diagnostic Assessment.

- During the first ten minutes of class, students will be given a worksheet where they will have to label
whole, half, and quarter notes and rests. This addresses learning objective 1. Then, the teacher will play
rhythms written on the board so students can hear them. The teacher will ask the class verbal questions
about note length. This addresses learning objective 2. After the quiz and the rhythm discussion,
students will take turns improvising a one measure clapping pattern. This addresses learning objective 5.

2. If giving the assessment at the beginning of the week, provide a copy of the assessment exactly as students
would get it, whether it is done in hard copy or by directions given for a performance or product assessment.

- The worksheet is submitted as a separate file.

- Instructions for teacher-led diagnostics: The teacher will write rhythms such as these on the board:
|quarter quarter quarter quarter| half half| or |quarter quarter quarter quarter| whole| in standard musical
notation. The teacher will play these rhythms on the board, then the class will discuss them. The teacher
will ask students questions like How did the length of these notes compare to the length of this note?
The class will compare and contrast the lengths of the notes in the examples. The teacher and students
will clap some of the rhythms written on the board to illustrate the differences in length in a way that the
students can participate in. Then, students will be asked to turn their quizzes over. The teacher will play
a series of simple rhythms similar to the ones that are written on the board, and the students will be
instructed to write the rhythms on their paper based on what they heard. After this, the students will take
turns improvising one measure clapping patterns. The teacher will start by clapping a rhythm like
|quarter quarter quarter quarter|, then the first student will go. The students should all be doing this in
time.

3. If using previously-collected information, describe how that information was collected, and how you will be
using it as a diagnostic.

- Previously-collected information was not used.

4. Describe how each of the Learning Segments learning objectives is addressed in the diagnostic assessment.
 - 1. Students will identify whole, half, and quarter notes and rests.

o Students will identify whole, half, and quarter notes and rests on the diagnostic quiz. If the
students incorrectly label notes and rests, more practice in note recognition will be needed.

- 2. Students will compare the lengths of whole, half, and quarter notes.

o Students will compare the lengths of these notes through listening to the teachers examples and
verbally discussing them as a class. The will internalize this rhythmically by clapping the
patterns on the board.

- 3. Students will distinguish between long and short sounds. They will identify whole, half, and quarter
notes at a variety of tempi.

o Students will be asked to record the rhythms that the teacher plays on the piano. The students
will have to guess the rhythms by ear, since they will not have them written on the board.
Because the students have not yet practiced dictation, only one tempo will be used during the
diagnostic assessment. If students write incorrect rhythms, the teacher will know that they need
to build their aural skills.

- 4. Students will construct their own individual rhythm songs by choosing rhythms to fill eight measures.

o Students will improvise a one measure rhythm during the diagnostic assessment. The teacher will
be able to assess whether or not students are using quarter, half, and whole notes by which
rhythms they choose in their improvisation and whether or not they are able to clap in time with
the beat.

- 5. Students will be able to use short and long claps to create percussive notes of varying lengths.
o Students will demonstrate their ability to use short claps while improvising their one measure
song. Long claps will be covered later on in the learning segment.

Formative Assessment

In-class Activity

1. Describe the in-class activity (i.e., Guided Practice of about 20 minutes) that will generate formative
assessment information. What exactly will the students be doing during this time? How will you be collective
formative information? What learning objective(s) will be involved?

To practice note recognition, students will play an around-the-world speed game where they will be asked to identify
whole, half, and quarter notes in music projected on the board. The teacher will record student responses to note which
students are not quickly identifying note symbols. This addresses learning objective 1 and should take approximately 7
minutes. To practice comparing note lengths, the teacher will write rhythms on the board, and she will play them on the
piano. The students will count out loud to understand how many counts each note gets. The teacher will collect formative
information by noting how many students count rhythms correctly. This addresses learning objective 2 and should take
about 5 minutes. For the rest of the time, students will practice dictation in class. After each rhythm, the class will discuss
the correct answer. The teacher will share strategies for successful dictation, such as drawing in beats. The teacher will
collect formative information by having volunteers write their answers on the board and asking other students to help
correct the work. At the end of the practice session, students will turn in a few dictation examples that they have not
checked as a class so the teacher can see how well they are understanding dictation. This addresses learning objective 3.
 Homework Assignment

1. Describe the homework assignment (i.e., Independent Practice of about 20 minutes) that will generate
formative assessment information. What exactly will student be expected to complete? What will they turn in
the next day? What learning objective(s) will be involved?

To practice note recognition, students will be asked to circle and label whole, half, and quarter notes in a piece of sheet
music. This will consist of one short etude which will fit on one sheet of paper. This addresses learning objective 1. To
practice comparing note lengths, students will write how many counts each of the circled notes gets. This addresses
learning objective 2. To practice dictation, students will be given recording of Mary Had a Little Lamb. They will listen to
them and write the rhythms down at home. This will practice learning objective 3. The next day, students will turn in the
sheet of music with notes circles and counts written in. On the back of the paper, they will have written the rhythmic
dictation for Mary Had a Little Lamb. This assignment should take about 20 minutes to complete.

Summative Assessment

1. Provide a copy of the Summative Assessment as the students would receive it.

This is attached as a separate file.

2. Describe how each learning objective is assessed in the Summative Assessment. Describe the correlation
between each item or part of the assessment with the Learning Objectives.

Students will complete a quiz where they will have to label and write whole, half, and quarter notes. This
addresses learning objective 1. This objective states that they will identify whole, half, and quarter notes and
rests. On the same quiz, students will have to write the beats into a piece of music that uses whole notes,
half notes, and quarter notes. This addresses learning objective 2, which states that students will compare
the lengths of quarter, half, and whole notes. The teacher will play rhythms on the piano at several different
tempi. The tempi will range from 60 bpm to 100 bpm. Students will write these rhythms on staff paper that
is printed on the back of their quiz. The rhythms would be similar to |quarter quarter half| half quarter
quarter| and |quarter quarter half| whole|. This addresses learning objective 3, which states that students will
aurally identify these notes at a variety of tempi. Students will also complete brief individual rhythm tests
where they will be asked to clap rhythms printed on paper. The rhythms would be similar to those listed
previously, and they will not exceed two measures long. This addresses learning objective 5, which states
that students will use long and short claps to create percussive notes of various lengths. Once the quizzes are
over, students will perform their rhythm songs for the class on their choice of percussion instrument. This
addresses learning objective 4, which states that students will be able to create their own eight measure
rhythm songs.