PerformingArts

Task3:AssessmentCommentary

TASK3:ASSESSMENTCOMMENTARY
Respondtothepromptsbelow(
no more than 10 singlespaced pages, including prompts
)bytypingyourresponseswithinthe
bracketsfollowingeachprompt.Donotdeleteoraltertheprompts.Commentarypagesexceedingthemaximumwillnotbescored.
Attachtheassessmentyouusedtoevaluatestudentperformance(
no more than 5 additional pages
)totheendofthisfile.Ifyou
submitfeedbackasavideooraudioclipandyourcommentstofocusstudentscannotbeclearlyheard,attachtranscriptionsofyour
comments(
no more than 2 additional pages
)totheendofthisfile.Thesepagesdonotcounttowardyourpagetotal.

1. AnalyzingStudentLearning
a. Identifythespecificlearningobjectivesandstandardsmeasuredbytheassessment
youchoseforanalysis.
[
NationalArtsStandards
7.Studentswillperceiveandanalyzeartistic
work.
8.Studentswillinterpretintentandmeaning
inartisticwork.
10.Studentswillsynthesizeandrelate
knowledgeandpersonalexperiencesto
makeart.

SpecificLearningObjectives
Studentswilldescribetheaffect
(feelingoremotion)ofapieceof
music.
Studentswilldescribetheaffect
(feelingoremotion)ofasceneina
movieclip.
Studentswilldescribethe
relationshipbetweenthemusicused,
anditsroleinenhancingthe
movieclip.

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PerformingArts
Task3:AssessmentCommentary

b. Provideagraphic(tableorchart)ornarrativethatsummarizesstudentlearningfor
yourwholeclass.Besuretosummarizestudentlearningforallevaluationcriteria
submittedinTask3,PartD.
[Studentsacrossarangeofabilitylevelsintheclassdemonstratedgrowthin
understandingthroughoutthislearningsegment.Theclassprogressedfromusing
superficialdescriptionsofmusicandvideo,tomakinganddefendingdecisionsaboutthe
relationshipbetweenmusicasanauditorystimulusontheperceptionofavisualstimulus.

Theclassscoresfrom
thisassessment
demonstratethatofthe
22studentswhotookthe
assessment,77%of
studentsscoredwitha
4.5/5orhigher.This
ratingindicatesthat
studentsdefendedtheir
choicewithaclear
rationalebasedonthe
musicorthevisualwith
animpliedconnection
betweenthetwo,or
better,arationalethat
containsaclearconnectionbetweenthemusicandthevisual.45%ofstudentsinthe
classdefendedtheirdecisionswitharationalethatincludedonlyanimpliedconnection
betweenthemusicandthevisual,demonstratingunderstandingwithroomfor
improvement.1student,or4.5%ofthesamplescoredonlya3/5onthisassessment.A3
isdefinedbytherubricasrationaleisunclear,butsomeeffortismadetoexplain
reasoning.Thestudentwhoscoreda3isanEnglishLanguageLearnerwhohadbeen
absentthedaybefore.

Theseclassscoresindicatetomethatamajorityofthestudentshaveanunderstanding
thatthereisarelationshipbetweenthemusicandthevisual,howeveratthispointinthe
learningsegmenttheclassneededtodeepenthisunderstandingtobeabletoarticulate
thenatureofthisrelationship.]
c. Useevidencefoundinthe
3studentworksamplesandthewholeclasssummary
toanalyzethepatternsoflearning
forthewholeclass
anddifferencesforgroupsor
individuallearnersrelativetocreating,performing,orrespondingto
music/dance/theaterbyapplying

artisticskills(e.g.,selfexpression,creativity,exploration/improvisation)
knowledge(e.g.,tools/instruments,technicalproficiencies,processes,elements,
organizationalprinciples)

contextualunderstandings(e.g.,social,cultural,historical,global,personal
reflection)

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PerformingArts
Task3:AssessmentCommentary

Considerwhatstudentsunderstandanddowell,andwheretheycontinuetostruggle
(e.g.,commonerrors,weaknesses,confusions,needforgreaterchallenge).
[Theclasssummaryindicatestomethatamajorityofthestudentshaveanunderstanding
thatthereisarelationshipbetweenthemusicandthevisual,howeveratthispointinthe
learningsegmenttheclassneededtodeepenthisunderstandingtobeabletoarticulate
thenatureofthisrelationship.

Amongthefocusstudentsthegiftedandtalentedstudentscoreda4.5,anotherstudent
scoreda5,andastudentwithextendedinstructionneedsscoreda4.Theclosenatureof
thesescoresintandemwithgenerallyhighscoresacrosstheclassindicatestomethat
theclassisunderstandingthematerialatafairlyconsistentpace.Thegiftedandtalented
studentsdidnotalwaysscorehigherthanotherstudents,nordidstudentswithextended
instructionneedsalwaysscorelower.

Theoutlierscoreof3/5fromtheELLstudentindicatestomethatthisstudentstruggles
witharticulatinghisthoughtsinthismanner.Thisstudentdidwellonthenotetaking
portionofthisassignment,whichgavethestudentsachoicebetweenwrittennotesor
drawing/sketchingnotes.]
2. FeedbacktoGuideFurtherLearning
Refertospecificevidenceofsubmittedfeedbacktosupportyourexplanations.
a. Inwhatformdidyousubmityourevidenceoffeedbackforthe3focusstudents?
(Deletechoicesthatdonotapply.)

Writtendirectlyonworksamplesorinaseparatedocument
Inaudiofilesor
InvideoclipsfromtheInstructiontask(provideatimestampreference)orina
separatevideoclip

b. Explainhowfeedbackprovidedtothe3

focusstudentsaddressestheirindividual
strengthsandneedsrelativetothestandards/objectivesmeasured.
[Student1(Mickey)isagiftedstudentwhoishighlymotivatedtocontinueadvancingasa
thinkerbutalsosufferssomeanxietythatstemsfromafeelingofpressuretosucceed.
Whilewritingfeedbackonthisassessmentforthisstudent,Imadeaconcertedeffortto
positivelyreinforcethethingsthathehaddonewell.Thiswasinhopesthathewouldhave
afeelingofsuccesswithhisgood,butlessthanperfectscore(4.5/5)thatwouldallowhim
toaccepttheconstructivecomments.Iusedthefeedbackalsotochallengehimto
continuetothinkfurtherabouthisanswers,askinghimtotakehisthinkingtothenext
level.

Student2(Marisa)isahardandcontentiousworker.Sheisalsoveryshy,anddoesnot
liketospeakupinclass.Herworkonthisassessmentwasstrong,scoringa5/5.Iwanted
tousemyfeedbackonthisassessmenttonotonlyreinforceherworkonthisassessment,
buttoalsoreinforceherparticipationinclass.Becauseshedoesntfeelascomfortable
speakingupinclass,herverbalresponsesareoftennotasstrongasherwrittenwork.I
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PerformingArts
Task3:AssessmentCommentary

thenwantedtousethisasanopportunitytocontinuetheconversationwithher,and
challengehertotakeherthinkingtothenextlevel.

Student3(Katie)isastudentwithextendedinstructionneeds.Sheisveryselfawarethat
shesometimesrequiresextrahelp,andoftengetsdownonherselfaboutthis.Iwantedto
usemyfeedbacktoaddresstheareasofimprovementinherwork,buttodosoina
positivemannerthatwillencouragehertokeepworking,ratherthanmakingherfeellike
shedidpoorly.]
c. Howwillyousupportstudentstoapplythefeedbacktoguideimprovement,either
withinthelearningsegmentoratalatertime?
[Becausewrittenworkisreturnedtostudentswithfeedbackatalatertimewhenstudents
havehadtimetoforgetabouttheassignment,Ifeelthatitisimportanttogooverthe
assignment.Laterinthesegment,whenIreturnedthework,Iquicklyreviewedwiththe
studentseachofthemusicalandvisualexamples.Ithenaskedifanystudentswantedto
giveaverbalexplanationtotheclassofwhattheiranswersmeant.Severalstudentsdid.I
alsoencouragedstudentstotalktomeabouttheirfeedbackafterclassiftheyhadany
questions.Onestudentcameandtalkedtome.Thiswasastudentwhofrequentlystays
afterclasstoclarifyinstructionsonassignments.]
3. EvidenceofLanguageUnderstandingandUse
Youmayprovideevidenceofstudentslanguageuse
fromONE,TWO,ORALL
THREEofthefollowingsources:
1. UsevideoclipsfromTask2andprovidetimestampreferencesforlanguageuse.
2. SubmitanadditionalvideofilenamedLanguageUseofnomorethan5minutesin
lengthandprovidetimestampreferencesforstudentlanguageuse(thiscanbe
footageofoneormorestudentslanguageuse).SubmittheclipinTask3,PartB.
3. UsethestudentworksamplesanalyzedinTask3andcitelanguageuse.
Whenrespondingtothepromptbelow,useconcreteexamplesfromtheclips(using
timestampreferences)and/orstudentworksamplesasevidence.Evidencefromtheclips
mayfocusononeormorestudents.
a. Explainandprovideevidencefortheextenttowhichyourstudentswereabletouseor
struggledtouselanguage(selectedfunction,vocabulary,andadditionalidentified
demandsfromTask1)todevelopcontentunderstandings?
[Studentsweregenerallyabletousemusicalvocabularyintheirresponses.Wehad
discussedhowtoproperlyusevocabularyearlierintheclassperiod,forexamplesaying
thispartofthesongisfortissimo,whichisalouddynamic,ratherthansaying,thissong
hasdynamics.Studentsthendemonstratedthisabilityintheirassessment.Oneof
Student3sresponsessays,...thedynamicsweregettinglouder.Similarly,oneof
Student1sresponsessays,...butthenbecameactionackedwitharace,associalable
withff(fortissimo)

Studentsalsodemonstratedtheirabilitytodescriberelationships.OneofStudent1s
responsessaid,Iwouldplaymusicalexample#2withthisscenebecauseitsoundslikea
slowsongthatyouwouldslowdancetoandtheyaredancinganditsverypeaceful.This
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PerformingArts
Task3:AssessmentCommentary

studentnotonlydescribesboththemusicandthevisual,butalsoshowsthatsheis
makingapersonalassociationwiththiskindofmusicanddancing.]
4. UsingAssessmenttoInformInstruction
a. Basedonyouranalysisofstudentlearningpresentedinprompts1bc,describenext
stepsforinstruction

forthewholeclass
forthe3focusstudentsandotherindividuals/groupswithspecificneeds
Considerthevarietyoflearnersinyourclasswhomayrequiredifferent
strategies/support(e.g.,studentswithIEPsor504plans,Englishlanguagelearners,
strugglingreaders,underperformingstudentsorthosewithgapsinacademic
knowledge,and/orgiftedstudents).
[Thenextstepforinstructionwastodeepenthestudentsunderstandingofthe
relationshipbetweenmusicandthevideoitwaspairedwithassoundtrack.Thisdeepened
understandingincludedthestudentsabilitytomorecompletely
describe
therelationship
inadditiontosimplyidentifyingit.

Studentswilldeepenthisunderstandingthroughtheapplicationoffeedbackfromthis
assessmentinfurtherpracticethroughclassdiscussion.Theywillcontinuetoapplythis
understandingthroughthefinalclassactivityaswell.

Laterinthesegmentstudentswouldthentakethisdeepenedunderstanding,anduseitto
synthesizeanewartisticproduct.Theydidthisbyanalyzingpiecesofastory(whichwas
servingasthescriptforanewmovie)andsynthesizingdescriptionsofmusicthatwould
bestenhancethestory.Thesynthesisofnewmusicinthismannerisonlypossiblewith
anunderstandingoftherelationshipbetweenmusicandthevisual.]
b. Explainhowthesenextstepsfollowfromyouranalysisofstudentslearning.Support
yourexplanationwithprinciplesfromresearchand/ortheory.
[Theanalysisofmystudentslearningfromthisassessmentwasthatthestudentshavea
generalunderstandingofthematerial,howevertheirabilitytoidentifyisstrongerthantheir
abilitytodescribe.Thenextstepformystudentsistoapplythefeedbackthattheyhave
beengivenfollowingthisassessmentinfurtherpracticethroughclassdiscussion.Astudy
byKristineBrusspublishedintheJournalofGeneralEducationin2009foundthatdirect
applicationoffeedbackinstudentdiscussionfollowinganassessmentresultsingreater
studentunderstandingofconcepts.Theywillthenapplythishopefullydeepened
understandinginafinalclassactivitywheretheyaregivenastory(whichparallelsthe
conceptofthevideoswehavebeenusing)andtheymustmakedecisionsaboutwhatthe
soundtrackmusicwillbe.Thesedecisionswillbebasedontheirunderstandingofthe
relationshipbetweenmusicasitisusedtoenhancestorytellinginmovies.]

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