+ Teacher Evaluation & Music Education: What You Need to Know Strategies for Assessing Student Growth in the Ensemble Setting
Jan 21, 2016
+
Teacher Evaluation & Music Education: What You Need to Know
Strategies for Assessing Student Growth in the Ensemble Setting
+IntroductionPhillip Hash, Calvin College
+Session Overview
Michigan Laws
Measurement Tools
Scheduling & Implementation Questions
1
+Legislative Review: Talking Points
• All Teachers Evaluated Annually
• Percentage of Evaluation to Relate to Student Growth
• National, State, And Local Assessments
• Evaluations vs. Seniority in Personnel Decisions
• Michigan Council On Educator Effectiveness
2
+Pilot Programs
• 2012-13 Pilot• 14 districts• 4 evaluation models• Standardized tests• Local measures for non-tested subjects• Recommendations by 2013-14 school year
• Urgency for Measures of Students Growth
4
+Frameworks, Methods, Systems Used as part of Local Evaluation
Danielso
n
Marz
ano
Prof S
tandard
s for M
I Teac
hers
Peer Revie
wOth
er
N/A (p
rior c
ontract)
050
100150200250300350400450
Evaluation Methods
+Effectiveness Ratings & Percentage of Student Growth
<10% 11-20%
21-30%
31-40%
41-50%
> 50%0
50
100
150
200
250
Effectiveness Ratings
% of Growth in Local Evaluation Systems
+Current Trends: Effectiveness Ratings for 2011-12
Ineffective1%
Minimally Effective2%
Effective74%
Highly Ef-fective
23%
Effectiveness Rating
+Teacher Ratings & Student Growth
Ineffective Minimally Effective Effective Highly Effective0
10
20
30
40
50
60
70
80
90
0.59 1.07
83.24
15.1
0.84 2.31
72.55
24.3
1.084.39
67.71
26.82
< 10% 11-40 % > 40%
+StrategiesMitch Robinson, Michigan State University
+Forms of Alternative Assessment
• Performance-Based Assessment• Student Auditions• Solo/Ensemble Festivals
• Critiques of Student Compositions• Coaching Jazz Improvisation• Playing Checks• Student Writing
9
+Rating Scales & Rubrics
Two Types• Continuous Rating
Scales• Additive Rating Scales
Should include:• Points that are
equidistant• Four or more rating
points• Descriptors that are
valid and reliable
Rating Scales(Criteria-Specific)
Rubrics*
*From: K. Dirth, Instituting Portfolio Assessment in Performing Ensembles, NYSSMA Winter Conference, Dec. 3, 1997.
10
+Rating Scales
Should be:• Criteria-specific• Objective• Easy to use• Clear
11Robinson
National Standard #7:
Evaluating music and music
performances.
Sample Rating Scale
12
+ What Does A Rubric Look Like?
Beginning Basic Proficient Advanced
Breathy; Unclear; Lacks focus; Unsupported
Inconsistent; Beginning to be centered and clear; Breath support needs improvement
Consistent breath support; Centered and clear; Beginning to be resonant
Resonant; Centered; Vibrant; Projecting
Adapted from: K. Dirth, Instituting Portfolio Assessment in Performing Ensembles, NYSSMA Winter Conference, Dec. 2, 1997.
Features:• Scale includes (preferably) 4 rating points• Points of the scale are equidistant on a continuum• Highest point represents exemplary performance• Descriptors are provided for each level of student performance
13
+Rubrics (cont.)• Types include:• Holistic (overall performance) • Analytic (specific dimensions of performance) • Both necessary for student assessment
• Descriptors must be valid (meaningful)• Scores • Must be reliable (consistent)• Should relate to actual levels of students learning
• Can be used by students for self-assessment and to assess the performance of other students
14
+Creating a Rubric – Why Bother?
• Helps plan activities• Focuses your objectives• Aids in evaluation and grading• Improves instruction• Provides specific feedback to students
15Robinson
+ The MorningAfter...
• Focuses student listening
• Guides students to attend to musical aspects of performance
• Can be done in groups
• Encourages comparison and contrast judgments 16
+JournalKeeping
• Stenographer’s notebooks work best• Younger students need more directed writing assignments• Try to avoid the “pizza & pop” syndrome• Teacher feedback is essential
17
+ImplementationAbby Butler, Wayne State University
+Planning to Assess
• What aspects of student learning do you want to measure?*
• Skills• Knowledge• Understanding
• Decide which measurement tools best suited for outcomes to be measured
• Obtain or develop measurement tools
*Consult the Michigan Merit Curriculum, available online at MDOE. 18
+Planning for Assessment• Build assessment into rehearsals• Develop activities as a context for measuring skills or
knowledge• Include these activities in your lesson plans
• Develop and use simple procedures for recording assessments• Laminated seating charts• Electronic gadgets (iPads, tablets, smart phones, desk
computer)
• Plan ahead where and how this data will be stored (filing system) 19
+Schedule Assessments
• Measure each of the identified goals several times throughout the year• Baseline measurements• Intermediate measurements (formative)• Measurement at the end
• Make the following decisions before the school year begins:• Who will be assessed• How often assessments will occur• When assessments will occur
• Build these assessments into your year long plan20
+Working with your Data• Decide how assessments will be recorded• Numbers?• Descriptive words?
• Decide how you will report the results• Percentage scores with differences between beginning
and end of year assessments? • Percentage of students moving from one competency
level to the next? • Graphic charts, spreadsheets?
21Butler
+Ex: Comparison of Sight Reading Competency by Ensemble
Beginning Ensemble Intermediate Ensemble
Advanced Ensemble
B D P A B D P A B D P A
First Marking Period
55%
30%
15%
0 % 25%
50%
15%
10%
0% 20%
65%
15%
Last Marking Period
30%
50%
15%
5% 15%
40%
30%
15%
0% 10%
70%
20%
Key: B (Basic) – D (Developing) – P (Proficient) – A (Advanced)22
+Tips for Starting Out• Develop measurement tools over the summer
• Start small by limiting• The number of students, grade levels, or ensembles
assessed• The number & frequency of assessments
• Build assessment into your lesson activities
• Simplify recording tasks
• Choose a system for assigning scores that is easy to average
23
+ConclusionPhillip Hash, Calvin College
+Resources
• MCEE website• http://www.mcede.org/
• www.pmhmusic.weebly.com • Legislative Summary• Policy Briefs• NAfME and MISMTE
position statements• MI GLCE - Music• Sample assessments in use
today• This PPT
• Please send examples of your assessments to [email protected]
• Ottawa ISD – Feb. 14, 3:30pm
25
+Responsibilities & Considerations
• Design, administer, and evaluate assessments
• Must be Quantitative• Rubistar4teachers.org
• Same or very similar for every music teacher
• Valid
• Reliable (consistent)
• Integrity of Process• Transparency• Record performance
tests (Vocaroo.com)
• Regular music staff meetings• Review assessments• Discuss/resolve issues
24
+Questions for the Panel
26