Grades running around students' averages!?!?
This morning I went through and looked at all of my band students' grades, to compare them to the grade they have been receiving in my class on the new standards based grading platform. I was somewhat surprised to see that the grades they have in my class right now are right about the average they have in all of their other classes. Students that have a 4.0 currently have an A, and students averaging around a C in other classes are at a C or B in band... In the past I would have seen a lot more As in band. This observation supports this grading platform, and the results are indicative of each student's average aptitude in other classes. When the semester is over, I will compare average GPA to band/choir class grades, and do a comparison between first semester (traditional grading) and second semester (standards based). I am guessing the standards based grading will be more along average, and not make band/choir a "GPA booster." We music teachers will sometimes advertise our classes as being GPA boosters, but are we really educating students if we aren't holding them accountable to the educational material?
Wednesday, April 25, 2012
Monday, March 19, 2012
Band Students Performance Evals-
Last week, the band students performed their spring concert. The following day, I had the students complete as self-evaluation on their performance that had them rate themselves 1,2,3,4 on all of the Standard 1 (Instrumental Performance) standards. I then reviewed (and modified) their self-evaluations to enter an event in Skyward for the performance for Standard 1. I also used this form as a measure of standard 6.3 (Evaluate own-performance). Most students were fairly honest with their ratings, which made for pretty easy grading.
I also had the students listen to a recording of their performance and complete an OBDA (Oregon Band Directors Association) Adjudication Worksheet, using the OBDA Rubric. This rubric is very objective, and about half of the students had scores similar to those of the judges that rated us two days before. I used this sheet as an entry in Standard 6.1 (Evaluate Recorded Performance).
Last week, the band students performed their spring concert. The following day, I had the students complete as self-evaluation on their performance that had them rate themselves 1,2,3,4 on all of the Standard 1 (Instrumental Performance) standards. I then reviewed (and modified) their self-evaluations to enter an event in Skyward for the performance for Standard 1. I also used this form as a measure of standard 6.3 (Evaluate own-performance). Most students were fairly honest with their ratings, which made for pretty easy grading.
I also had the students listen to a recording of their performance and complete an OBDA (Oregon Band Directors Association) Adjudication Worksheet, using the OBDA Rubric. This rubric is very objective, and about half of the students had scores similar to those of the judges that rated us two days before. I used this sheet as an entry in Standard 6.1 (Evaluate Recorded Performance).
1st report card grading-
The letter grades are now calculating in Skyward, as opposed to the averaged 1,2,3,4 that it was giving me before. Many of the choir students have Cs and Ds, because I graded them quite strictly on Musicianship Practices, particularly in regards to rehearsal etiquette and a lack of sectionals/practice time. I went through and manually adjusted Standard 9 (Musicianship Practices) up 1 rating value, as most students had a 2 or 3 average. This seemed to pad the grades a little, as I didn't want the new grading system to send home report cards with choir grades of Cs, Ds and Fs.
The letter grades are now calculating in Skyward, as opposed to the averaged 1,2,3,4 that it was giving me before. Many of the choir students have Cs and Ds, because I graded them quite strictly on Musicianship Practices, particularly in regards to rehearsal etiquette and a lack of sectionals/practice time. I went through and manually adjusted Standard 9 (Musicianship Practices) up 1 rating value, as most students had a 2 or 3 average. This seemed to pad the grades a little, as I didn't want the new grading system to send home report cards with choir grades of Cs, Ds and Fs.
Choir singing tests-
Last week, I graded all choir students on an excerpt of a piece being performed in class. Students passed a microphone around the room, stated their name and then sang. Each section is recorded on one track, and the track ends up being around 8-10 minutes long. During the recordings, the full class is singing, which allows me to evaluate the student as he/she would perform on stage, with the whole choir. The microphone technique is also less intimidating than an individual singing evaluation, and keeps the class working together.
Today I listened to the tracks, and (using a rubric) evaluated the students, 1,2,3,4 on: Rhythm, Pitch accuracy, Intonation, Tone Quality, Dynamics, Posture, Style Markings, and Diction. It took me about 1. 5 hrs to get through two classes (approx. 55 students). The 30-50 seconds was enough time to fairly rank each student on each of the standards, and I felt confident that the recording would objectively back-up any evaluation given. This method seems to work well for evaluation. Hopefully students will see the areas they need work on, and will take the initiative to improve.
Last week, I graded all choir students on an excerpt of a piece being performed in class. Students passed a microphone around the room, stated their name and then sang. Each section is recorded on one track, and the track ends up being around 8-10 minutes long. During the recordings, the full class is singing, which allows me to evaluate the student as he/she would perform on stage, with the whole choir. The microphone technique is also less intimidating than an individual singing evaluation, and keeps the class working together.
Today I listened to the tracks, and (using a rubric) evaluated the students, 1,2,3,4 on: Rhythm, Pitch accuracy, Intonation, Tone Quality, Dynamics, Posture, Style Markings, and Diction. It took me about 1. 5 hrs to get through two classes (approx. 55 students). The 30-50 seconds was enough time to fairly rank each student on each of the standards, and I felt confident that the recording would objectively back-up any evaluation given. This method seems to work well for evaluation. Hopefully students will see the areas they need work on, and will take the initiative to improve.
Wednesday, March 14, 2012
Standard 9 (10) : Musicianship Practices Rubric
NOTE - Due to the way the Skyward Administrator put the standards in, Singing was eliminated from Band Classes and Instrumental Performance was removed from Choir Classes. As a result, there are effectively 9 standards now.
Here is the rubric for Musicianship Practices:
NOTE - Due to the way the Skyward Administrator put the standards in, Singing was eliminated from Band Classes and Instrumental Performance was removed from Choir Classes. As a result, there are effectively 9 standards now.
Here is the rubric for Musicianship Practices:
The 10 Standards
Had a couple festivals these past few days and didn't have time to get all of this in, but here it is.
Below is the standards being used (All National Standards) and the grade weight they have in the system:
Each bullet point is evaluated on a 1,2,3,4 scale rubric.
"Events" are entered into Skyward and individual items from different standards can be used on the same assessment. For example, a recent festival performance includes: Intonation, Dynamics and Posture from Standard 2, AND Performance Attendance, Etiquette, and Preparation. I am able to assess each student during the performance for the specific items I have identified beforehand, and the showing up on-time, dressed appropriately, etc. is rated under Musicianship Practices.
Had a couple festivals these past few days and didn't have time to get all of this in, but here it is.
Below is the standards being used (All National Standards) and the grade weight they have in the system:
Each bullet point is evaluated on a 1,2,3,4 scale rubric.
"Events" are entered into Skyward and individual items from different standards can be used on the same assessment. For example, a recent festival performance includes: Intonation, Dynamics and Posture from Standard 2, AND Performance Attendance, Etiquette, and Preparation. I am able to assess each student during the performance for the specific items I have identified beforehand, and the showing up on-time, dressed appropriately, etc. is rated under Musicianship Practices.
Thursday, March 8, 2012
Welcome to the blog!
Welcome to the window of my experience using standards based assessments (SBA) in the music classroom! The plan is to update this blog ideally every two weeks, and give you experiences, insights, and feedback on how well, or not well, standards based assessment (SBA) is going in my music classrooms.
About my situation:
All classes are at a high school of 1,300 students in a suburb of Portland, OR.
I am teaching Band (2 concert bands, 1 jazz band) and Choir (1 concert SATB, 1 SSA).
The grading platform my district uses is Skyward, which has a unique platform for SBA.
I have previously been using the typical: Participation-30%, Performances 20%, etc... But it sometimes feels like the numbers and grades become arbitrary and student learning is not really being recorded. My theory is that SBA will give students a more formative assessment, and allow them to measure their success in focused areas.
More to come soon!
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