K12 Performing Arts

Assessment Commentary
Assessment Commentary Directions: Respond to the prompts below (no more than 10 single-
spaced pages, including prompts) by typing your responses within the brackets following each prompt.
Do not delete or alter the prompts; both the prompts and your responses are included in the total page
count allowed. Refer to the evidence chart in the handbook to ensure that this document complies with all
format specifications. Pages exceeding the maximum will not be scored.
1. Analyzing Student Learning
a. Identify the specific standards/objectives measured by the assessment you chose for
analysis.
[ 26.A.3d Music-Read and interpret traditional music notation in a varied repertoire.
26.B.2c Music-Sing or Play acoustic or electronic instruments demonstrating Technical Skill ]
b. Provide the evaluation criteria you used to analyze the student learning.
[ To measure standard 26.A.3d, I used daily quizzes at the end of each lesson that required
students to demonstrate their knowledge of notation regarding style markings. To measure
26.B.2c, I used informal assessments by listening to students play in class. I provided in
class comments and feedback to help improve student playing abilities.
At the end of lesson two, I created a quiz that was looking for four main points: Identifying
the notation for staccato, identifying the notation for accent, a description for how to play
staccato including the words light (short would be accepted) and separated, and a
description for how to play accent including the words heavy and strong (Loud, emphasized,
and stressed would be accepted).]
c. Provide a graphic (table or chart) or narrative that summarizes student learning for your
whole class. Be sure to summarize student learning for all evaluation criteria described
above.
[ Correct answers are marked with an X
89% of students correctly identified the staccato notation.
78% of students correctly identified the accent notation
67% of students correctly described the staccato style
89% of students correctly described the accented style
Identied
Staccato
Identied Accent Described
Staccato
Described
Accent
1 X X X
2 X X
3 X X X X
4 X X X X
5 X X X X
6 X X
7 X X X X
8 X X X X
9 X X
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K12 Performing Arts
Assessment Commentary
63% of students who correctly identified the staccato notation correctly described it.
100% of students who correctly identified the accented notation correctly described it.
1 student switched the notations for both styles, but correctly described them.
1 student correctly identified both style notations, but provided no description for both. ]
d. Use evidence found in the 3 student work samples and the whole class summary to
analyze the patterns of learning for the whole class and differences for groups or
individual learners relative to creating, performing, or responding to music/dance/theater
by applying
artistic skills (e.g., self expression, creativity, exploration/improvisation)
knowledge (e.g., tools/instruments, technical proficiencies, processes, elements,
organizational principles)
contextual understandings (e.g., social, cultural, historical, global, personal reflection)
Consider what students understand and do well, and where they continue to struggle (e.g.,
common errors, weaknesses, confusions, need for greater challenge).
[ As a class, students understood the correlation between each notation and how it affects
the note. In most cases, a student would provide one correct descriptor, and one wrong
descriptor, which would promote a wrong answer (See student sample 1. Student 1 provided
a description for staccato as both short and stressed. Because stressed was associated with
accent, the answer was marked wrong). This assessment also put the notational symbols
into musical context. Because students had to identify which beat each marking was on, it
required them to use their previous knowledge of beat and rhythm structures to properly
identify where each marking was. ]
2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback to support your explanations.
a. In what form did you submit your evidence of feedback for the 3 focus students? (Delete
choices that do not apply.)
Written directly on work samples or in a separate document;
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the standards/objectives measured.
[ I wrote comments and corrections that will guide students to understand the correct
choices. I clarified the notations marks for student 2, and wrote correct descriptors for all
students. ]
c. How will you support students to apply the feedback to guide improvement, either within
the learning segment or at a later time?
[ I will give students opportunities in the future to apply feedback both through future formal
assessment quizzes, as well as informal assessments in class by asking them to clarify
styles during rehearsals, as well as listening to them play in rehearsals. ]

3. Evidence of Language Understanding and Use
You may provide evidence of students language use from ONE, TWO OR ALL
THREE of the following sources:
1. Use video clips from Task 2 and provide time-stamp references for language use.
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permitted only pursuant to the terms of a written license agreement.
K12 Performing Arts
Assessment Commentary
2. Submit an additional video file named Language Use of no more than 5 minutes in
length and provide time-stamp references for student language use (this can be footage
of one or more students language use). Submit the clip in Task 3 Part B.
3. Use the student work samples analyzed in Task 3 and cite language use.
When responding to the prompt below, use concrete examples from the clips (using time-
stamp references) and/or student work samples as evidence. Evidence from the clips may
focus on one or more students.
Explain and provide evidence for the extent to which your students were able to use or
struggled to use language (selected function, vocabulary, and additional identified
demands from Task 1) to develop content understandings?
[ In samples 1 and 3, students were able to provide content understanding by connecting
the style marking with the descriptions they provided. Student 2 struggled to develop
understanding as he did not provide an accurate description for the staccato style (although
he did properly identify the staccato notation), and while he failed to identify the accent
notation, he did begin to provide a correct description. ]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1cd, describe next steps
for instruction
for the whole class
for the 3 focus students and other individuals/groups with specific needs
Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs, English language learners, struggling readers, underperforming
students or those with gaps in academic knowledge, and/or gifted students).
[ As a class, I would continue with my plan to introduce more style / articulations to the class.
Overall, understanding of the current topic was successful, and students did a good job of
applying new information to their music. With the three focus students, I would plan on
reinforcing the current topics while moving on, because there is a foundation of
understanding. For student 2, I would ensure that he gets opportunities to further expand on
the concept of style and articulations, primarily through informal assessment in class. ]
b. Explain how these next steps follow from your analysis of students learning. Support your
explanation with principles from research and/or theory.
[ I would plan my next steps around Piagets model of schemes, using previously learned
information as a foundation and starting point to categorize new articulation concepts and
more defined styles. ]
Copyright 2013 Board of Trustees of the Leland Stanford Junior University. of | 10 pages maximum 3 3
All rights reserved. V2_0913
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.