Using the Progress Monitoring Model to Drive Student and
Teacher Success in Music Michael Antmann Dr. Steven Kelly January
10, 2014
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Why?? Emphasis on Assessment No Child Left Behind Florida A+
Plan Merit Pay (No Teacher Left Behind) RTTT Assessment Develop
Independent Musicians Assessment, Grading,
Objectivity/Consistency
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Why?? (cont.) Research on behaviors of new teachers Experience
as a student is significant influence Changes during recent years
Old teacher evaluation tool FPMS New system - Marzano/Danielson
Emphasis on the student You taught it, but did they learn it?
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Background Music Teachers are taught how to teach and what to
teach. Have not been taught how to evaluate the results of their
teaching Music Teachers often assume that learning has occurred
because students demonstrate (perform) in class. A lack of
assessment contributes to music being perceived as a non-academic
class Music is now a service or nice to have activity
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The Need for Assessment Assessment is essential because:
Measures what students have learned Provides feedback as to how
well teachers have taught and what they have taught Assessment
should intertwine with instruction When planning objectives &
activities, plan how to assess What do you want students to learn
as a result of performing the music? Composer information Style
Notes/rhythms/dynamics/phrasing Tone/voice quality
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The Need (cont.) Assessment should intertwine with instruction
What are the consequences of your instruction? Get better Transfer
to music outside of school Enjoy music Participate in music in
their unique ways The music becomes your TEXT BOOK!!!!! Should
include both subjective & objective assessments Subjective:
Performance Group, Individual Objective: Written Based on music
being performed
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Questions What do you expect your students to be able to do or
know before they leave your program? Did all of the students who
graduated from your program meet these expectations? Even the 3 rd
clarinets?? Are you sure? How did you measure this?
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SETTING GOALS FOR STUDENT PERFORMANCE What should students be
learning?
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Goals If you aim at nothing, you will hit it every time. (Zig
Ziglar) Students should know what goals and expectations have been
set for them. This could increase motivation to practice;
preparation homework has been found to be effective. (Bailey &
Foyle, 1986) NGSSS are comprehensive, but lack specificityNGSSS are
comprehensive, but lack specificity
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S.M.A.R.T. Goals Specific Measurable Attainable Relevant
Timely
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Non-Examples My students will know all of their scales. I want
to play grade 3 music with my eighth graders. Incoming freshman
should be able to read music. My students will be able to sing in
harmony.
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Examples By the end of 7 th grade, students will be able to
play 7 scales (G, C, F, Bb, Eb, Ab, Db) in the All-State pattern.
At the end of the first half of beginning band, chorus, or
orchestra, students will be able to read and perform rhythms
including whole notes, half notes, and quarter notes.
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Discussion-Activity What do you think students should be able
to do at the end of 8 th or 12 th grade? High school teachers: what
would you like students to know or be able to do by the time they
get to high school? (be realistic) Activity: In groups or alone,
list some specific goals for students in your program.
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Activity Take the overall goals you set for your program, and
set goals for each year. Finally, based on your yearly goals, what
should your students know or be able to do at the end of each
quarter? Example Consider adding goals for students who work ahead
to go above expectations.
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DEVELOPING LEARNING GOALS How do we communicate our performance
goals to students and meet the requirements for teacher
evaluation?
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Learning Goals Help students to understand what they are
working towards during class. Can help keep rehearsal focused and
on track Make it easy to assess student progress Are a fact of
life, so deal with it
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Example 1 Learning Goal: Students will be able to demonstrate
proper articulation (tonguing) on their instruments. 4.0: I can
demonstrate proper articulation on my instrument, and I can do it
while playing a piece of music on my instrument. 3.0: I can
demonstrate proper articulation on my instrument. I can start the
tone with my tongue. 2.0: I understand how to start the tone with
my tongue, but I need more practice before I can do it. 1.0: I know
what articulation is, but I am not sure how to do it on my
instrument. 0: I do not understand articulation and I need someone
to help me.
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Example 2 Learning Goal: Students will be able to play their
individual parts in Gaelic Rhapsody, mm. 1-39, with correct notes
and rhythms. 4.0: I can play my individual part with correct notes
and rhythms. I am also able to perform my part with good phrasing
while incorporating all musical/expressive markings. 3.0: I can
play my individual part with correct notes and rhythms. 2.0: I am
able to play some or most of the notes and rhythms correctly in my
music, but need more practice before I can play all of it. 1.0: I
cannot play the notes and rhythms in my music correctly, but I do
understand (can read) the music. I will need to practice my part.
0: I do not understand the music notation or rhythms in my part and
I need help.
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Example 2.5 Learning Goal: Students will be able to play their
individual parts in their MPA music with correct notes and rhythms.
(Gaelic Rhapsody, mm. 1-39, Bunker Hill 2 nd strain) 4.0: I can
play my individual part with correct notes and rhythms. I am also
able to perform my part with good phrasing while incorporating all
musical/expressive markings. 3.0: I can play my individual part
with correct notes and rhythms. 2.0: I am able to play some or most
of the notes and rhythms correctly in my music, but need more
practice before I can play all of it. 1.0: I cannot play the notes
and rhythms in my music correctly, but I do understand (can read)
the music. I will need to practice my part. 0: I do not understand
the music notation or rhythms in my part and I need help.
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PROGRESS MONITORING/ ASSESSMENT How do we check to make sure
students are understanding and meeting our goals?
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Progress Monitoring Long-term goals are set for students
Progress towards goals are measured by regular assessment Student
success is measured as actual progress vs. expected progress If
students are not meeting goals, TEACHING is adjusted to meet
student needs. (www.studentprogress.org)
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Benefits of Progress Monitoring More efficient teaching and
learning Students have the opportunity to accelerate learning
Accurate student assessment Teacher can communicate more
effectively about student progress Allows for higher
expectations
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Activity Listen to the example. What do you hear? How would you
grade this?
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Example Assessment #1 Task: Perform your concert Bb scale and
arpeggio. Criteria: Student plays scale and arpeggio with correct
notes. Pass/Fail
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Example Assessment #2 Task: Demonstrate correct, consistent
staccato articulation. Criteria: Each note is played with staccato
articulation. Pass/Fail
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Example Assessment #3 Perform your Concert Bb scale.Concert Bb
scale ValueCriteria 4 pts.Performed with characteristic tone. 10
pts.Correct notes/rhythms (- 1pt. For each error) 2 pts.Steady
pulse/tempo 2 pts.Correct and clear articulation (tongue up, slur
down) 2 pts.Correct rhythms
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Example Assessment #4 Task: Perform your Concert Bb scale.
Criteria: Student performs scale with: Minimum tempo of 120.
Correct articulation (All-State pattern) No wrong notes or rhythms.
Characteristic tone Steady pulse Pass/Fail
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Assessment Effective assessment is critical for progress
monitoring. Formal assessments: performance assessments, playing
tests, written tests, etc.performance assessments, Informal
assessments: classroom observations, student self-assessments,
rehearsal observations, etc.
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Assessment (cont.) Frequent assessments have been shown to
improve student performance. Criteria should be clear, and should
be understood by the student. Students should be assessed on class
objectives, goals, benchmarks, etc. If you expect them to know it,
then it should be assessed.
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Grading The grade can be an effective tool in student
assessment. Grade should reflect student mastery of content. Avoid
giving grades for effort, participation, etc. Performing arts
classes have factors that make grading a little different.
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Grading (cont.) Performing Arts classes are co-curricular and
occur both during and outside the school day. Grading expectations
are different Logistic challenges that are unique. A 2007 study
examined the grading and assessment method of successful middle
school bands in Florida.
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Grading/Assessment Practices 2007 study surveyed middle school
band directors in Florida with 4 consecutive years of Superior
ratings. Performing on instruments and reading/notating music most
commonly assessed. Individual playing tests were the most commonly
used assessment tools. Practice journals/logs were found to have no
relationship with program success. (consistent with other
research). After playing requirements, participation and concert
attendance were next highest (inconsistent).
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Sample Grading Policy Performance/Music Assessments 50% Concert
Attendance/Preparation 20% Projects 11% Solo and Ensemble, NGSSS
projects, etc. Written Assignments 10% Preparation 9% Instead of
participation; are studies prepared for class? This can including
practicing parts ahead of time (instead of practice journals).
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Contact Info Michael Antmann Orange County Public Schools
[email protected] Dr. Steven Kelly Florida State University
[email protected] Tinyurl.com /nafmepm