PPDP

**PPDP - Assessment in the Music Classroom**
Goal: Explore potential methods of assessment for the Elementary General Music Classroom and incorporate the found methods.

Steps: 1. Document current assessment practices. 2. Read- 3. Have dialogue with other grant participants(via wiki space etc...) and mentor regarding assessment. 4. Bring the publications lesson plans and assesment to my classroom. 5. Use the publications concepts and incorporate or infuse them into current lesson plans/practices.

Progress will be documented in the following ways:
 * Personal Journal
 * Discussion/dialogue on wiki space
 * Video/ reflective writing
 * Copies of lesson plans/ discussion with students

Goal #2 will be assessed in the following ways: 
 * My progress will be consistently observed by my mentor via on-site visits, virtual visits, various forms of communication and via my wikispace.
 * The ArtsEducator2.0 steering committee will deem my progress adequate after consultation with my mentor.

**PPDP Evidence**
__Reflection about my assessment techniques early in the year__ My current classroom assessment is primitive, this is based on a number of factors:
 * 1) The district is only in its second year of offering music to the elementary student body on a consistent once a week basis.
 * 2) This is my first year and I am still learning over 700 names in two buildings.
 * 3) Individual assessment does exist it is currently based on participation, behavior, and willingness to try new aspects of general music classroom.
 * 4) Assessment of the entire student body (and also collegues, and community) is currently my focus... the lack of a music program for countless years has shown systemic repercussions there is a spectrum of enthusiasm, resentment, misunderstanding, and expectation.
 * 5) Students receive a O, S or U. In the first nine weeks I gave all a S, the second nine weeks all an O. All students have shown improvement.
 * 6) The higher grades 5, and 4 are based more are behavior rather than ability and concepts.
 * 7) From 3rd grade down behavior, participation, and attitude becomes less of a factor. Third and fourth grade play the recorder and are individually assessed. K,1,and 2 are grasping the basic music aspects of a general music classroom taught in an Orff technique. They also are naturally learning self assessment, and are active participants in assessing their own performances as well as the class and ensemble as a whole.

After a few more months on the job and participating in the grant, I have found that student success and success in assessment comes when the students are in involved and understand what criteria they should be meeting. They are naturally falling into a routine of self, and group assessment, based on my modeling and critiquing.

__Attempts to expand my understanding of assessment techniques__ >> additionally I discussed with Ann and Karen the following article: 3. I have also video taped lessons. The video provided is documented support that I do a lot of informal formative assessment. Evidence will be seen of me guiding the students in maintaining a steady beat in both the drum player and Bass Xylophone players. I also teach both the English and Djembe drum players about how to create a better sound from the instrument in the way that you strike and hold the various drums. I model the quarter notes and half notes in my hand movements. I take and demonstrate the proper way to play the shekereand also to play on beat 4 of the measure. I sing/model the part of the soprano xylophone while maintaining the steady beat. I review/remind the students of the execution of a musical round. All this assessment and teaching happens simultaneously. media type="youtube" key="6CZxRI3Rjvk" height="344" width="425" media type="youtube" key="RRURgkfyMgo" height="344" width="425" 4. Reviewing current practices shows that although informal formative assessment is guiding and helpful for a particular student and the class as a whole, I find that student ownership is more prevelant in my 3rd and 4th grade recorder classes. These students have a 'sticker chart'. They must learn the notes, fingering, rhythm and melody of a song and play/perform the song alone to get a sticker for that song. The sticker chart is a constant and visual reminder of the students' progress, expectations and success.
 * 1) I have read the following and discussed with my mentor:
 * 2) "Spotlight on Assessment in Music Education" by MENC
 * 3) "Benchmarks in Action-a guide to standards based assessment" by Carolyn A. Linderman
 * 1) "Frustrated Voices of Art Assessment" by Barbara Bensur
 * 2) I have met for discussion, mentoring, and collaborating with my mentor and other grant participants considering assessment. We have recorded our conversations on Skype, and have documented time sheets of meetings at Panera. I have personal notes on assessment thoughts and considerations showing progress.

__Based on this new understanding...__

1. I have determined that I want assessment to be:
 * posted-- visual chart for both teacher and students to consistently view
 * showing growth--clear criteria showing how much the student learns each year
 * understood-- that it is a process and through active participation and effort goals will be met (student ownership)
 * able to assess diverse range of skills-- Music National Standards include cognitive, psychomotor, affective skills, as well as nonmusical critiera.
 * collaborative partnering-- students feel the process leads to a product demonstrating their skills e.g. individualized testing, project, or shows.

2. My ongoing goal is: to develop assessment charts for each grade, starting with Kindergarten and 1st grade, and each year adding the next grade level. I have completed the K and 1st grade charts. Dates that I observe students demonstrating these skills will be placed in the cell that corresponds to that student's name and the criteria met. It is evident to me the teacher that the students in Kindergarten and 1st grade are more on task, have more growth and are successful, because the criteria is clear to both teacher and student.

I will build each year on prior concepts and criteria, and create assessment charts for each higher grade, therefore maximizing student learning as seen in the classes where assessment charts have already been implemented.

Below is the link for the kindergarten chart I have developed and plan to use to assess students throughout the year.
 * [[file:kindergarten chart.docx]]

Below is a link for the 1st grade chart that I have developed and plan to use to assess students throughout the year.
 * [[file:FirstGradeChart.docx]]