InTASC 6 - Table of Contents

INTASC #6 - Assessment

Throughout my lessons, I assess students formatively and summatively to provide appropriate feedback –some immediate, to increase student ownership and motivation (Chappius & Stiggins, 2017). In Artifact 6.1 I show an example of a summative assessment; this is an escape room assessment that my students completed after a unit on the Classical period of music. I designed this assessment in a game format that would be familiar and enjoyable to the students. By utilizing personal interest and gaming, students may retain information better while creating deeper memory tags and linking processes all while enjoying the process through a fun assessment activity (Schamroth & Gerber, 2013). Student Samples 6a show how one ELL learner, Kramer (names have been changed to protect privacy), completed the assessment by utilizing text-to-speech accommodations as well as by reading through pictures. Karen (2017) advocates using visuals for students with language struggles and speech disorders, writing how they “illustrate vocabulary that may otherwise be unfamiliar” and better solidify word meanings (para. 18). Listening to examples of audio, viewing short video clips, and playing digital instruments all reinforce Kramer’s knowledge and help him achieve the objectives of the lesson (7.2 Respond to Music: to describe the attributes of specific musicians and their culture and/or time period; Karten, 2017; NfAME, 2017).

In Artifact 6.2, I display my growth as an educator with two versions of a second-grade rubric. My first rubric is harder to understand with too much text for beginning readers and ELL students; this first rubric proved to be ineffective and a waste of time during class because of the need for excessive explanation. My second rubric, also shown in Artifact 6.2, displays simple one-word descriptors that students can understand simply and quickly. Student-friendly rubrics connect musicians to learning targets transparently and encourage improved performance (Chappius & Stiggins, 2017). These rubrics also allow for effective and streamlined feedback where I can circle the student score directly on the rubric and write comments all in one place. Student Samples 6b show examples of student feedback with goal-oriented comments directly on the rubrics. For added engagement, I also video recorded myself speaking the feedback directly in Schoology, our online learning platform. For a more up-to-date measure of student progression, I also use informal formative assessments which may include questions, dialogue, hand gestures, polls, and peardeck exit tickets. I make simple dry erase tally marks on a seating chart placed in a page protector to record areas that need improvement. By keeping track of these assessments throughout each lesson, I can guide my instruction for the following class and make appropriate adjustments to instruction that will support individual leaners.

Artifact 6.1 - Synchronous Escape Room Summative Assessment

Student Sample 6a - Asynchronous Escape Room Google Form Results

Artifact 6.2 - Rubric and Revised Rubric

The rubric on the left was my first performance rubric; however is was harder for students to read; I changed the design to include simple words and more clarity to support emerging readers and all students.

Student Sample 6b - Rubric Feedback

I Leveled the rubrics for 2nd, 3rd, and 4th grades and wrote feedback highlighting student strengths and a goal to work towards.