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ED 3604 Evaluation of Student Learning

Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit (days)

Guitar (General Music)


10 - 12
The Blues
16 Classes

Stage 1 Desired Results


Established Goals:
GLE 1: Performance/ Listening: develop an understanding of the elements and structures of music as
they apply to music making and listening
GLE 2: Attitude: appreciate fine arts as a form of personal enrichment, entertainment and selfexpression
GLE 3: Researching: develop a knowledge of music history and literature and their relationship to
world history
Understandings:
Students will understand that
SLE 1.1 describe the structure of, and
recognize aurally, the standard twelve-bar
blues form
SLE 1.2 recognize aurally the way that
different genres such as pop, Classical and
jazz, use the elements of music
SLE 1.3 notate a blues scale starting on C, F
and G
SLE 2.1 explore, develop and refine the
sound making capabilities of the instrument
individually and/ or as part of an ensemble
SLE 2.2 analyze the aesthetic and stylistic
qualities through the performance, of a
musical selection
SLE 3.1 analyze the fusion of music and
cultures that collided to give birth to the jazz
idiom: African music, African-American
music in the historical past, to the 1990s,
rural blues, pre-jazz brass bands, and
ragtime
SLE 3.2 identify characteristics of the
following stylistic categories, and identify
aurally selected listening examples: early
jazz, blues, boogie woogie, swing, bebop, cool
school, hard bop, free jazz, fusion
SLE 3.3 identify the contribution of one artist
or group from each of the following
categories: Classic Blues (Ma Rainey, Bessie
Smith, ect.)

Essential Questions:

Students will know (Cognitive)


ULE 1.3.1 compose a blues scale starting on
C, F and G in treble clef
ULE: 3.2.1 identify which musical selection is
EDUC 3604 Unit Assessment Plan Template

Students will be able to do (Psychomotor)


ULE 1.1.1 identify the structure of the standard
twelve-bar blues form by using guided listening
ULE 1.2.1 compare and contrast musical forms and

How did specific events in North American history


affect the creation of the blues?
In what ways have the blues influenced other musical
genres?
Why are the blues such a powerful avenue for selfexpression?

ED 3604 Evaluation of Student Learning


Unit Assessment Plan
considered the blues by analyzing the
stylistic categories of different listening
examples
ULE: 3.3.1 differentiate between the Classic
Blues artist or group that is being played
using a jeopardy style activity
ULE: 3.3.2 identify the contribution of
different artists or groups that perform
Classic Blues by completing a listening test

Subject Area
Grade Level
Topic
Length of Unit (days)

Guitar (General Music)


10 - 12
The Blues
16 Classes

styles of blues music with that of different genres (of


the students choosing)
ULE 1.3.2 perform a blues scale staring of C, F and G
on the guitar
ULE: 2.1.1 perform numerous blues pieces on guitar,
both individually and in an ensemble in order to
explore, develop and refine the sound making
capabilities of he guitar
ULE: 2.2.1 analyze the aesthetic and stylistic qualities
of the blues after performances and rehearsals using
exit slips
ULE: 3.1.1 identify how African-American music in
the past has influenced the creation of the blues
through class discussions and
ULE: 3.1.2 analyze how music and culture have
influenced the creation of the blues through a critical
reflection

Stage 2 Assessment Evidence


Performance Tasks, Projects
This unit culminates with a presentation of a specific blues musician or composer, followed by a
performance on the guitar of a single blues composition written by the researched blues musician.
Students can do their presentations using PowerPoint, posters, oral presentations, or any other
creative means.
Quizzes, Tests, Assignments
- Guided listening activity
- Blues scale quiz
- Playing tests
- Listening test
Other Evidence (observations, work samples,
dialogues)
- Pre-assessment survey
- Classic Blues Jeopardy/ Kinesthetic
listening activity
- Practicing/ rehearsing/ performing blues
guitar
- Answering questions (musical, technical,
artistic, social, cultural, historical, and
geographical)

EDUC 3604 Unit Assessment Plan Template

Student self-assessment
- Exit Slips
- Self Evaluation for performance task

ED 3604 Evaluation of Student Learning


Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit (days)

Guitar (General Music)


10 - 12
The Blues
16 Classes

Assessments
Learning
Outcomes
(GLE/SLE/UL
E #s)

Title
Type
(Formative/Summative
)

Weighting

GLE 1

1.1

1.1.1

1.2

1.2.1

1.3
2.1

Guided
Listening

Blues Scale Quiz

Playing Tests

Listening Test

Pre-Assessment

Formative
Listening

S/F

S/F

S/F

15%

10 %

30%

10%

N/A

N/A

35%

1.3.1
1.3.2
2.1.1

GLE 2
2.2
3.1

GLE 3

Performance
Task

3.2

3.3

2.2.1
3.1.1
3.1.2
3.2.1

3.3.1
3.3.2

Taxonomic Level

Knowledge/Comprehension
Application/Analysis/Synthesis/Evalu
ation
All Levels

ED 3604 Evaluation of Student Learning


Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit (days)

Guitar (General Music)


10 - 12
The Blues
16 Classes

Assessment Tool Overview


Assessment Tool
Title

Pre-Assessment
Survey

Guided Listening

Blues Scale Quiz

Brief Description
The pre-assessment plan is a form of formative
assessment that will indicate students
knowledge of the subject matter. It will also
gather information that determines students
learning style, interests and readiness. This will
allow me to make educated judgments on what
objectives need to be more extensively covered
or what objectives the students already know.
Students will:
Answer the questions on a survey that I have
created.
Physically hand in survey to the teacher to be
assessed.
This assessment will be used to introduce
students to the structure of the standard
twelve-bar blues form, phrase structure, and
rhyme scheme. The guided listening will be
done closer to the beginning of the unit so that
students better understand the blues. This
assessment will be completed collectively as a
class; thus students may collaborate with one
another. A guided listening worksheet will be
handed out to the students. The teacher will
play two contrasting blues songs that they will
listen to and answer the questions. This activity
will ensure me that every student has been
exposed to the blues and that they understand
basic formal elements.
Students will:
1. Listen to musical selection.
2. Answer guided listening questions.
3. Have an option to collaborate and compare
with peers.
4. Discuss answers as a whole class.
This assessment will allow students to better
understand the blues by notating a blues scale
starting on C, F and G. This will be a summative
test that shows what students know at a

Assessment
FOR Learning

Assessment
AS Learning

Assessment
OF Learning

ED 3604 Evaluation of Student Learning


Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit (days)

Guitar (General Music)


10 - 12
The Blues
16 Classes

certain point in time. This quiz will simply be


assessing the student ability to write 3 blues
scales on notation paper (C, F, G)

Formative Listening
Activities

Listening Test

Playing Tests

The formative listening activities consist of two


non-graded activities that will better prepare
the students for the listening test. This
formative assessment tool will also allow the
teacher to check for student understanding of
the listenings. The first activity is a kinesthetic
listening game. A line will be taped in the
middle of the room and students will move to
the right side if they think the song playing over
the speakers is the blues and they will move to
the left side if they think it is not the blues. The
second activity is Classic Blues Jeopardy. This
activity will have students in teams of five
where they are answering questions chosen by
the teacher in order to get more points than
the other teams; much like jeopardy.
Students will:
1.Listen to musical examples.
2. Make a judgment if it is the blues or not.
3. Form into teams of five.
4. Compete against other groups to see who
can answer the most blues trivia.
This form of summative assessment will involve
students identifying the contribution of
different artists or groups that perform Classic
Blues. Students will be given a list of blues
compositions that they will have to become
familiar with before the exam. During the exam
the teacher will play 5 selections from the
listening list and the students must identify the
artist and title of the piece. This assessment
only meets a select amount of the objectives,
thus it has the least percentage of the total unit
mark.
Throughout the unit students guitar
performance skills will be assessed using
individual playing tests. These assessments will
determine students sound making capabilities

ED 3604 Evaluation of Student Learning


Unit Assessment Plan

Performance Task

Subject Area
Grade Level
Topic
Length of Unit (days)

Guitar (General Music)


10 - 12
The Blues
16 Classes

on the guitar, and will test fundamental guitar


skills such as performing blues scales. Students
will be assigned different pieces of music that
they will practice during designated class time.
When they feel confident enough that they can
successfully perform the piece then they will do
a one-one-performance assessment with the
teacher. A rubric will be created to assess each
students performance. After each
performance, students will complete an exit
slip that determines positives and negatives of
their performance and what can be improved
for next time. This activity will give me concrete
evidence of each individual students
performance capabilities.
Students will:
1. Practice the piece of blues music chosen by
the teacher.
2. Perform the piece of music in front of the
teacher.
3. Reflect on the performance using an exit
slip.
The performance assessment will be a
culminating activity that brings the unit to an
appropriate closure. Thus this assessment has
the most weight contributing to the students
final mark. Students will be expected to analyze
the aesthetic and stylistic qualities of the blues
through the performance of a musical
selection. They will also have to identify a
contribution to blues by one artist or group.
These will be accomplished through a
presentation of a specific blues musician or
composer, followed by a performance on the
guitar of a single blues composition written
by the researched blues musician. This will be
assessed using a rubric and a checklist. The
rubric will be complete by the teacher,
assessing the overall performance of the piece
and the presentation of the composer. The
students will complete the checklists to
evaluate themselves and peers. Using the
rubric and checklists, the students will then

ED 3604 Evaluation of Student Learning


Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit (days)

write a 1 page reflection as a form of selfassessment. The marks for this assignment will
be as follows:
Checklists 10%
Reflection 25%
Rubric 65%
Students will:
1. Research a blues composer of their choice.
2. Create a presentation using PowerPoint,
posters, oral presentations, or any other
creative means.
3. Locate a guitar score by the chosen blues
composer using ultimate guitar.
4. Practice the blues piece during given class
time.
5. Present to the class their research about
the composer and play a piece by the
composer.
6. Complete checklist.
7. Complete reflection and submit it to the
teacher during the next class.

Guitar (General Music)


10 - 12
The Blues
16 Classes

ED 3604 Evaluation of Student Learning


Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit (days)

Guitar (General Music)


10 - 12
The Blues
16 Classes

Unit Assessment Plan Defense Paper


Blues Guitar: Grades 10-12
Introduction:
When creating an effective unit assessment plan that fairly and accurately assesses student
learning, you must use an understanding by design approach. Understanding by design or
backwards design is a tool utilized for educational planning focused on teaching for
understanding advocated by Jay McTighe and Grant Wiggins. The emphasis of understanding by
design is the practice of looking at the outcomes in order to design curriculum units, performance
assessments, and classroom instruction. Thus the first step when creating my unit assessment
plan was choosing GLEs and SLEs from the General Music Program of Studies that aligned with
the generative topic of my unit (the blues). Henry Kissinger once quoted, if you dont know where
you are going, every road will get you nowhere. Much is the same when creating a unit
assessment plan, in that you must establish your learning expectations before creating
assessments.
Using these established learning expectations, I was then able to create essential questions
that are important, overarching, thought-provoking questions that guide the inquiry throughout
the unit. I was also able to create more specific unit learning expectations that serve as the
foundation for my unit assessments.
The next step was to create a variety of fair and accurate assessments that directly align
with the learning expectations. This was made possible by encompassing a variety of all three
assessment types; for, of, and as. Assessment of learning or summative assessments show what a

ED 3604 Evaluation of Student Learning


Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit (days)

Guitar (General Music)


10 - 12
The Blues
16 Classes

student knows at a given point in time. The formative assessments or assessment for learning
happens during the learning, often more than once, rather than at the end. Students understand
exactly what they are to learn, what is expected of them and are given feedback and advice on how
to improve their work. In assessment for learning, teachers use assessment as an investigable tool
to find out as much as they can about what their students know and can do, and what confusions,
preconception or gaps they might have. The wide variety of information that teachers collect
about students learning processes provides the basis for determining what they need to do next
to move student learning forward. It provides the basis for providing descriptive feedback for
students and deciding on groupings, instructional strategies, and resources. Lastly, assessment as
learning allows students to learn about themselves as learners and become aware of how they
learn; become metacognitive (knowledge of ones own thought process). My last step for deciding
which assessment methods to choose from was determined by taxonomic level. I tried to choose
activities that would cover a variety of low, medium, and high taxonomic levels (knowledge,
understanding, Application, Analysis, Synthesis, and Evaluation. The types of assessments that I
use during this unit include a pre-assessment, scale quiz, formative listening activity, listening test,
playing test, and a performance assessment. This is a balance approach that will give the most
validity and reliability (triangulations) to evidence gathered throughout the unit. (Davies, 46)
Pre-Assessment:
I decided to incorporate a pre-assessment at the beginning of the unit as a form of
formative assessment that will indicate students knowledge of the subject matter. It will also
gather information that determines students learning style, interests and readiness. This will
allow me to make educated judgments on what objectives need to be more extensively covered or
what objectives the students already know. If the students already know the objective, there is no

ED 3604 Evaluation of Student Learning


Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit (days)

Guitar (General Music)


10 - 12
The Blues
16 Classes

point of teaching them that material. Likewise, if the material is too hard for the students then I
will have to revise the activity to meet the outcome in a different fashion. A pre-assessment will
allow me to gauge student readiness and plan for future lessons within this unit.
Formative Listening Activities:
The formative listening activities consist of two non-graded activities that will better
prepare the students for the listening test. This formative assessment tool will also allow the
teacher to check for student understanding of the listenings. The first activity is a kinesthetic
listening game. A line will be taped in the middle of the room and students will move to the right
side if they think the song playing over the speakers is the blues and they will move to the left side
if they think it is not the blues. The second activity is Classic Blues Jeopardy. This activity will have
students in teams of five where they are answering questions chosen by the teacher in order to get
more points than the other teams; much like jeopardy. These formative assessment techniques
will better prepare the students for the listening quiz that will be performed in the following class.
I can use the information gathered from this assessment to make a judgment if they students are
prepared enough to write the test. This activity can also be classified as assessment as learning
because students can make educated assessments of their own learning through teacher feedback.
This type of formative assessment activity will maximize student success by better preparing
them for the test
Listening/ Playing Test & Scale Quiz:
These three assessments are all forms of summative assessment. I included these tests to
assist in balancing the assessment types within my unit plan. These assessments are designed to
provide evidence of achievement to parents, other educators, the students themselves and
administrators. A rubric will be created to assess each students performance. After each

ED 3604 Evaluation of Student Learning


Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit (days)

Guitar (General Music)


10 - 12
The Blues
16 Classes

performance, students will complete an exit slip that determines positives and negatives of their
performance and what can be improved for next time. This activity will give me concrete evidence
of each individual students performance capabilities. I chose to use multiple summative
assessments because I believe teachers have the responsibility of reporting student learning
accurately and fairly, based on evidence obtained from a variety of contexts and applications
Performance Assessment:
The performance assessment will be a culminating activity that brings the unit to an
appropriate closure. Jon Mueller defines a performance task as a form of assessment in which
students are asked to perform real-world tasks that demonstrate meaningful application of
essential knowledge and skills. Students will be expected to analyze the aesthetic and stylistic
qualities of the blues through the performance of a musical selection. This performance is then a
real-world task that is engaging for students. They will also have to identify a contribution to
blues by one artist or group. These will be accomplished through a presentation of a specific blues
musician or composer, followed by a performance on the guitar of a single blues composition
written by the researched blues musician. This will be assessed using a rubric and a checklist. The
rubric will be complete by the teacher, assessing the overall performance of the piece and the
presentation of the composer. The students will complete the checklists to evaluate themselves
and peers. Using the rubric and checklists, the students will then write a one-page reflection as a
form of self-assessment. Therefore, the rubric, checklist, and reflection result in this activity
encompassing all three types of assessment; for, of, and as.

ED 3604 Evaluation of Student Learning


Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit (days)

Guitar (General Music)


10 - 12
The Blues
16 Classes

Conclusion:
The knowledge that I gained during the participation in Education 3604: Evaluation of
Student Learning, has enabled me to develop a reliable and valid unit assessment plan. This was
made possible through the process of understanding by design. My plan includes a preassessment, formative listening activities, listening, playing, and scale tests, and a performance
assessment. I have balanced my assessment plan by incorporating a variety of summative and
formative assessments as well as activities that cover a variety of taxonomic levels. By creating a
balance unit assessment plan, I have ensured that the students will be fairly and accurately
evaluated and that my assessment will be a true reflection student learning.

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