ASSESSMENT

in MUSIC

TRAINING OF TRAINERS FOR GRADE 2 TEACHERS

Activity: Group yourselves into four. Recall things you used to do or things you use in assessing your pupils’ performance in Music.

List your answers on the metacards and post them on the wall

Assign a reporter per group.

refers to all those activities undertaken by teachers -- and by their students in assessing themselves -- that provide information to be used as feedback to modify teaching and learning activities.

(Black, P. & Wiliam, D. 1998. Inside the Black Box: Raising standards through classroom assessment, King’s College, London)

What is assessment?

*to track student’s progress in the attainment of standards* promote self-reflection and personal accountability for one’s learning

*provide a basis for the profiling of student’s performance.

(enclosure No, 1 of DepEd Order No. 73, s. 2012 – (General Guidelines for the Assessment and Rating of Learning Outcomes )

Why do we assess?

*

Why do we assess?Rate or rank studentsIf all we give are grades, all students care about are grades

Give parents feedback on their child’s performance

If we only give numbers/letters, we tell them very little about what the student actually knows or can do.

Provide feedback to instructors on their effectiveness

If test data is analyzed correctly

*Provide feedback to students about their progress

◦Don’t punish kids for their practice – students must have opportunities to practice new material and need feedback during that process

Why do we assess?

Formative assessment – any assessment where the results

are used to improve performance rather than for gradingExamples – classroom feedback, private lessons

Essential Assessment Vocabulary

Summative assessment – assessment where results are used to grade, mark, rank, rate, or place students (autopsy assessment)

Example –quarter exams

*Diagnostic Assessment – primarily used in the classroom setting to determine problems (error detection); followed by formative assessment

*Criterion referenced - all students judged against same standard

Norm referenced – students compared to each other

Reliability – a particular test is reliable if multiple judges come up with the same result

Validity – a test is valid if it measures what it intends to.

Including behavior, attendance, and late penalties leads to an invalid assessment of student skill or knowledge

1. Responding

2. Creating

3. Performing

4. Listening

5. Observing

1. Rubrics 2. Playing tests 3. Written tests 4. Practice sheets 5. Teacher

Observation 6. Portfolios 7. Peer and Self-

Assessment

Assessing Musical Behaviors: The type of assessment must match the knowledge or skill

5 Types of Musical Behavior

Types of Assessment

UNDERSTANDING(S) (30%)

KNOWLEDGE (15%)

PROCESS(SKILLS)(25%)

PRODUCTS/ PERFORMANCES

(30%)

L E V

E L S

OF A

S S

E S

S M

E N

T

L E V E L S OF P R O F I C I E N C Y

Un

dersta

nd

ing

Perfo

rman

ce

Performance Standard

Content Standard

BEG

INN

ING

DEV

ELO

PIN

G

APPR

OA

CH

ING

PR

OFIC

IEN

CY

P R

O F I C

I E N

T

A D

V A

N C

E D

LEVELS OF

ASSESSMENT

CRITERIARATING

ADVANCED5

PROFICIENT4

APPROACHING

PROFICIENCY (3)

DEVELOPING2

BEGINNING1

KNOWLEDGE Nagpapakita ng kaalaman nang higit pa sa hinihingi sa pamamagitan ng pagsagot sa mga katanungan na may kaakibat na pagpapalawak at pagpapaliwanag.

Nagpapakita ng kaalaman ayon sa hinihingi sa pamamagitan ng pagsagot sa mga katanungan na may kaakibat na pagpapalawak at pagpapaliwanag.

Nagpapakita ng kaalaman nang ayon sa hinihingi sa pamamagitan ng wastong pagsagot sa mga katanungan.

Nagpapakita ng kaalaman subalit may mga kalituhan sa pagsagot sa mga katanungan.

Nagpapakita ng kaalaman subalit may pag-aalinlangan at pagkakamali sa pagsagot sa mga katanungan

PROCESS AND

SKILLS

Malaya at buong husay na naisasagawa ang isang gawain nang higit pa sa inaasahan at hindi nangangailangan ng tulong kaninuman.

Malaya at buong husay na naisasagawa ang isang gawain ayon sa inaasahan at hindi nangangailangan ng tulong kaninuman.

Nakapagsasagawa subalit nangangailangan ng kaukulang patnubay.

Nakapagsasagawa subalit may mga pagkakamali sa mga pamamaraan.

Nagsikap makapagsagawa subalit walang kahandaan sa pagpapatuloy nito.

UNDERSTANDING

May kumpleto at detalyadong pagkaunawa sa pinakamakabulu-hang impormasyon tungkol sa paksa.

May kumpleto ngunit hindi detalyadong pagkaunawa sa pinakamakabulu-hang impormasyon tungkol sa paksa.

Hindi kumpleto ang pagkaunawa sa mga impormasyon subalit kakikitaan ng pagkaunawa sa paksa.

Hindi lubos ang pagkaunawa sa impormasyon kung kaya’t kakikitaan ng kalituhan tungkol sa paksa.

Walang pagpapasyang maibigay.

PRODUCTSAND

PERFORMANCES

Nakapagpakita ng pinakamahusay na antas ng malikhaing pagpapahayag at pagsasagawa.

Nakapagpakita ng kasiya-siyang antas ng malikhaing pagpapahayag at paggawa.

Nakapagpakita ng katamtamang antas ng malikhaing pagpapahayag at paggawa.

Nakapagpakita ng gawain subalit hindi kinakitaan ng pagkamalikhain.

Walang naipakitang gawain.

SAMPLE ASSESSMENT MATRIX IN MUSIC 2

Domain/Element: RhythmContent Standard: Distinguishes between sound and silencePerformance Standard: Identifies the difference between sound and silenceLevels of Assessment What will I

assess?How will I assess? How will I score?

KNOWLEDGE 15%

 Associating visual images with sound and silence within a rhythmic pattern

Paper and pencil test(matching type) 

Raw score(1 point will be given for every correct answer) 

PROCESS SKILLS 25%

  Draw a picture that shows sound and another picture that shows silence

(1 point will be given for every correct answer) 

UNDERSTANDING 30%

   Oral discourse:Explain the difference between sound and silence-In what real life situation do we need sound/silence?

 Rubrics:•Logical•Comprehensive•Meaningful•Grammatically correct•Delivery5-presence of all indicators 4-presence of 4 indicators 3-presence of 4 indicators 2-presence of 2 indicators 1-presence of 2 indicator

PRODUCTS/PERFORMANCES 30%

   Participation(Group Activity)-Perform a rhythmic activity based on the series of pictures that shows sound and silence-move and create sound for every image that shows sound-stop moving/be still and be quiet for every image that shows silence.

 Rubrics:•Precision of movement in rhythm•Enthusiasm•Creativity of movement 3-presence of all indicators 2-presence of 2 indicators 1 -presence of 1 indicator

TOTAL 100%

     

ASSESSMENT TOOLS AND SAMPLE ENHANCED QUESTIONS (Music Grade 2)

COMPETENCY

LEVEL OFASSESSMENT

ASSESSMENT TOOL

SAMPLE ENHANCED QUESTIONS

SCORING GUIDE

*Identifies the pitch of tone as: -high -low -higher -lower

Knowledge Paper and pencil (multiple choice)

Which tone is higher? A. fa B. re C. mi D. la

One point per correct answer

Process Quiz Draw objects that show level of height as in high, low, higher and lower.

One point per correct answer

Understanding 

Oral Discourse Explain why there are high and low pitches in music.

 Rubrics:•Logical•Comprehensive•Meaningful•Grammatically correct•Delivery 5-presence of all indicators 4-presence of 4 indicators 3-presence of 3 indicators 2-presence of 2 indicators 1-presence of 1 indicator

Performance/Output Participation(Group Activity)

  Sing the ‘Twinkle, Twinkle Little Star’ with action showing low, lower, high and higher as the pitch suggests.

 Rubrics:*Correct pitch in singing•Precision of movement with pitch and rhythm•Enthusiasm•Creativity of movement 4- presence of all indicators 3-presence of 3 indicators 2-presence of 2 indicators 1 -presence of 1 indicator

     

PUPIL KNOWLEDGE

Quiz

ORAL PARTICIPA

TION

PERIODIC TEST AVERAGE 15% (WT)

Alerta, Jose 89 90 91 90 13.5

Basco, Leo 82 85 80 82.3 12.35

SAMPLE RATING FOR ELEMENTARY MUSIC (GRADE 2)

PUPIL PROCESS OR SKILLS

Quiz

ORAL PARTICIPAT

ION AVERAGE 25% (WT)

Alerta, Jose 92 94 93 23.25

Basco, Leo 80 86 83 20.75

SAMPLE RATING FOR ELEMENTARY MUSIC (GRADE 2)

PUPIL UNDERSTANDING(S)

Quiz

ORAL PARTICIPA

TION TEST AVERAGE 30% (WT)

Alerta, Jose 92 94 93 93 27.9

Basco, Leo 80 78 81 80 24

SAMPLE RATING FOR ELEMENTARY MUSIC (GRADE 2)

PUPIL

PRODUCT/PERFORMANCE

TOTAL

Level of Profi-ciency

Project/portfoli

o

Participation

in group

Homework AVE

30% (WT) 100%

Alerta, Jose 93 95 94 94 28.2 93 ABasco, Leo 82 84 83 83 24.9 82 A P

SAMPLE RATING FOR ELEMENTARY MUSIC (GRADE 2)

Name of Pupils

Knowledge15%

Process25%

Understanding30%

Performance30%

Total 100%

Level of Proficiency

Alerta, Jose

13.5 23.25 27.9 28.2 92.85 A

Basco, Leo

12.35 20.75 24 24.9 82 AP

SAMPLE RATING FOR ELEMENTARY MUSIC (GRADE 2)

“Students are time travelers. When they walk into a typical classroom they go back in time.”Heidi Hayes Jacobs

TODAY’S GRADE 2 PUPILS ARE THE SENIOR CLASS OF 2022!

Select one Content Standard/ Performance Standard from the K -12 curriculum Matrix in Grade 2

Write its classification whether it is Knowledge, Process/Skills, Understanding or Performance/Product

Put the suggested assessment tools/strategies to be used.

Indicate how to score or rate the learning.

Submit your output.

IV. Application (Individual Work)

“The test of great teaching is not merely the dissection of truth. It can also be the ability and the willingness to package that truth and deliver it to the people who need it most”

 James C. Howell, Servants, Misfits, and Martyrs: Saints and Their Stories. Nashville, TN: Upper Room Books. p. 93, 1999

Thank you