Standard 8: Assessment of Student Learning. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
Rationale 8: This unit plan was designed for Level 1 students (Kindergarten and First Grade) as they integrate music into their Foss Science unit “Animals, Two by Two”. As part of the study of the larger symphonic work “Carnival of the Animals” by Camille Saint-Saens, students will create their own animals song based upon music literacy terms (in connection to their research animal within the Science unit), create a movement piece to accompany their music, and reflect and analyze the music as to how the song and movements correlate and how their work would fit into the overall composition. A portion of this instructional design plan was completed within the 2013-2014 school year.
This instruction design plan really has helped me with my incorporation of assessment strategies. While often in the past I had used some lessons similarly to assess our “Connections” standard, the assessments themselves often felt unrelated to the objectives and very vague. With now clear objectives and multiple assessments to measure both the product and the progress of the student, I feel much more confident that this plan will accurately depict student learning and give quality feedback in the process of the learning experience. This instructional design plan also addresses individual student development as it allows personalized performances and products to be created (in the music, movement and written work, especially in our multi-age setting) and fosters creativity and innovation within a common set of assessment strategies outlined.
KSD
8.K.2 The teacher knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.
The assessment strategies listed in the instructional design plan demonstrate a solid connection to the outcomes desired. Especially in a performance based classroom (music), assessments must accurately match the outcomes of the performance or demonstration. Within this plan, separate assessments are given to the creation and performance of the music, the movement components reflecting the music, and the analysis and reflection of the their work within the context of the larger musical framework. As the instructor it would be inaccurate to assess all these components at one time and would not reflect students progress and proficiency in each of the individual areas if done as one larger assessment.
8.S.1 The teacher appropriately uses a variety of formal and informal assessment techniques (e,g, observation, portfolios of student work, teacher-made tests, performance tasks, projects, students self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate students’ progress and performances, and modify teaching and learning strategies.
This instructional design plan highlights a variety of assessments techniques as listed above. For all learners this variation of formal and informal assessment is crucial in accurately assessing the progress and demonstration of students’ proficiency. Along with rubrics for performance tasks, student self-assessment and reflection is an important portion of this instructional design. At this young age, it is important to offer the opportunity for early learners to reflect on their progress and begin the process for later work as they contribute to their learning portfolios.
8.D.1 The teacher values ongoing assessment as essential to the instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning.
Throughout the instructional design plan it is evident to see a systematic use of various assessment strategies. Formally, both performance rubrics and written evaluations show students progress and proficiency with their overall demonstrations of learning. Informally, observation, conferencing, and student self-evaluation can help monitor progress and give student the feedback necessary during the learning process. This plan also includes assessment components for 21st century skills and technology as they are essential in the completion of the final products and demonstrate to students the importance of these skills and tools in the learning process.
Standard 8: Assessment of Student Learning. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
Evidence 8: EDT 674 – Instructional Design Plan
Rationale 8: This unit plan was designed for Level 1 students (Kindergarten and First Grade) as they integrate music into their Foss Science unit “Animals, Two by Two”. As part of the study of the larger symphonic work “Carnival of the Animals” by Camille Saint-Saens, students will create their own animals song based upon music literacy terms (in connection to their research animal within the Science unit), create a movement piece to accompany their music, and reflect and analyze the music as to how the song and movements correlate and how their work would fit into the overall composition. A portion of this instructional design plan was completed within the 2013-2014 school year.
This instruction design plan really has helped me with my incorporation of assessment strategies. While often in the past I had used some lessons similarly to assess our “Connections” standard, the assessments themselves often felt unrelated to the objectives and very vague. With now clear objectives and multiple assessments to measure both the product and the progress of the student, I feel much more confident that this plan will accurately depict student learning and give quality feedback in the process of the learning experience. This instructional design plan also addresses individual student development as it allows personalized performances and products to be created (in the music, movement and written work, especially in our multi-age setting) and fosters creativity and innovation within a common set of assessment strategies outlined.
KSD
8.K.2 The teacher knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.
The assessment strategies listed in the instructional design plan demonstrate a solid connection to the outcomes desired. Especially in a performance based classroom (music), assessments must accurately match the outcomes of the performance or demonstration. Within this plan, separate assessments are given to the creation and performance of the music, the movement components reflecting the music, and the analysis and reflection of the their work within the context of the larger musical framework. As the instructor it would be inaccurate to assess all these components at one time and would not reflect students progress and proficiency in each of the individual areas if done as one larger assessment.
8.S.1 The teacher appropriately uses a variety of formal and informal assessment techniques (e,g, observation, portfolios of student work, teacher-made tests, performance tasks, projects, students self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate students’ progress and performances, and modify teaching and learning strategies.
This instructional design plan highlights a variety of assessments techniques as listed above. For all learners this variation of formal and informal assessment is crucial in accurately assessing the progress and demonstration of students’ proficiency. Along with rubrics for performance tasks, student self-assessment and reflection is an important portion of this instructional design. At this young age, it is important to offer the opportunity for early learners to reflect on their progress and begin the process for later work as they contribute to their learning portfolios.
8.D.1 The teacher values ongoing assessment as essential to the instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning.
Throughout the instructional design plan it is evident to see a systematic use of various assessment strategies. Formally, both performance rubrics and written evaluations show students progress and proficiency with their overall demonstrations of learning. Informally, observation, conferencing, and student self-evaluation can help monitor progress and give student the feedback necessary during the learning process. This plan also includes assessment components for 21st century skills and technology as they are essential in the completion of the final products and demonstrate to students the importance of these skills and tools in the learning process.