Edtpa Pfa Assessment Commentary

K-12 Performing Arts
Task 3: Assessment Commentary
TASK 3: ASSESSMENT COMMENTARY

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. Commentary pages exceeding the maximum will not be
scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this
file. If you submit feedback as a video or audio clip and your comments to focus students cannot be clearly heard, attach
transcriptions of your comments (no more than 2 additional pages) to the end of this file. These pages do not count toward
your page total.
1. Analyzing Student Learning

a. Identify the specific learning objectives measured by the assessment you chose for
analysis.
[The assessment that I chose to analyze was the written response from lesson plan two. I used
the National Core Arts Standards with all of my lesson plans and assessments. The standards
that I used for this assessment were MU:Re7.1.E.HS novice which states, identify reasons for
selecting music based on characteristics found in the music, connection to interest, and purpose
or context and MU:Re8.1.E.HS intermediate which states, identify and support interpretations of
the expressive intent and meaning of musical works, citing as evidence the treatment of the
elements of music, contexts, and (when appropriate) the setting of the text. These two National
Core Arts Standards are seen in the assessment because they both are focused on responding
to hearing music and breaking down and analyzing what they hear with academic musical
language and an understanding for how musical phrasing choice affects the piece. This
assessment demonstrates how the students have grown in discovering their own ideas on how
to enhance the performance of their own pieces as well as comprehending the academic
musical language. ]
b. 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 submitted
in Assessment Task 3, Part D.
[
Student
Student 1 (Focus Student 1)
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Grade Received
Out of 9 points
8
9
9
8
8
8
8
9
9
9
9
9
9
9
9
8
Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

1 of 7 | 10 pages maximum
All rights reserved.
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Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25
Student 26
Student 27
Student 28
Student 29
8
8
8
9
9
9
9
7
9
9
0
8
9
Grade
Number of
Students who
Received Grade
1
1
10
17
0
7
8
9
This class did a great job with this assignment. Although it was a written assignment I decided
to not grade the students on grammar or spelling because I allowed this to be in-class work,
therefore no points were taken away for poor grammar or misspelling of words. One student
received a 0 on this assignment because the student never turned in the assignment. One
student earned a 7/9 on this assignment. This student lost the points on not using two academic
musical language terms and this student also did not identify different phrasing choices between
the two recordings. The majority of the students earned full credit on this assignment by
following the directions and looking at the rubric to ensure they had discussed each topic item.
The 10 students who received an 8/9 had divided reasons why they lost their point. 2 students
lost their point because they only gave one phrasing improvement idea for Treble Ensemble. 3
students lost their point because they only used on phrasing word instead of two. 3 students
lost their point because they only identified one phrasing choice that was different between the
two recordings.]
c. 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 applying the following within music/dance/theater:
! knowledge/skills (e.g., tools/instruments, technical proficiencies, processes,

elements, organizational principles)
! contextual understandings (e.g., social, cultural, historical, personal reflection)

! artistic expression (e.g., interpretation, creativity, exploration/improvisation, individual
choices)
Consider what students understand and do well, and where they continue to struggle
(e.g., common errors, weaknesses, confusions, need for greater challenge).
[Based on the student work samples, there is evidence of knowledge the central focus from the
students as a whole class summary and from the three students sample works. Focus student
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one has an IEP for autism and an intellectual disability. Focus student one, as shown in the
feedback, did a great job of documenting ideas and using descriptive words, such as intensity
and crescendo. This shows me that focus student one has a knowledge of phrasing. The
descriptive words that focus student one used demonstrates that the knowledge of select
academic musical terms have been learned, as well as grasping how to artistically use them in
interpreting how phrasing can be changed in the songs the choir is rehearsing. This student is
academically at the low end of the class, but demonstrated a thorough knowledge of the
learning segment focus. Many of the students who fall at this level or slightly above had similar
responses in the formal assessment. Focus student one also demonstrates decisively how to
improve Treble Ensembles sound. This personal reflection from focus student one directly
relates to the contextual and emotional understandings of this piece. Each student in this class
as shown by the high scores that they earned fully grasped the concept of connecting with
reflection to this assignment. Focus student two demonstrated a high level of knowledge for this
assessment. This student, like many in the class, earned full credit by incorporating academic
musical terms and using them in a correct and proficient manner. This demonstrated strong
knowledge and proper application of learned musical terms. 17 of the 29 students in the class
earned full credit on this assessment. This is strong documentation that the learning pattern for
this class was successful. Focus student two engaged in personal reflection by writing that
bigger crescendos make the piece sound powerful and provide more feeling. The students who
earned full credit also engaged in personal refection by discussing power, as well as suggesting
a strong phrase change for the choir. Focus student two did a great job on interpreting artistic
expression by giving the two creative ideas on how to improve the sound of Treble Ensemble.
Focus student two suggested the choir give more energy throughout the piece. The students
who earned full credit also were actively engaged by artistically expressing musical ideas on
how to enhance Treble Ensemble. Focus student three has a language IEP and represents the
group of students who are engaged during class, but do not like to speak during choir
discussions. Although focus student three needs some accommodations with verbal
assessments, this student excelled at this assessment demonstrating knowledge in phrasing.
This student earned full credit by incorporating academic musical terms and used them in a
correct and proficient manner. Focus student three demonstrated artistic expression by giving
two phrase modifications for the choir to try during rehearsal. The group of students who aligned
with focus student three is smaller than focus student two. This group of students also did very
well on the assessment. The students as a whole class summary demonstrated a knowledge of
music elements, especially phrasing in this assessment. They were able to first identify two
phrase modifications and then communicate in a written personal reflection how they should be
implemented and why they wanted to see this change occur in the Treble Ensemble. This
assessment not only requires students to demonstrate knowledge with a contextual
understanding of phrasing. The whole class summary also interpreted phrasing, made personal
choices, as well as artistically expressed desired changes for new phrasing possibilities for the
Treble Ensemble. The students as a whole class summary accomplished the assessment with
innovative phrasing designs. This assessment challenged the individual student, helped our
class collaborate together, as well as raise our confidence levels as musicians.]
d. If a video or audio work sample occurs in a group context (e.g., discussion), provide the
name of the clip and clearly describe how the scorer can identify the focus student(s)
(e.g., position, physical description) whose work is portrayed.
[ ]
2. Feedback to Guide Further Learning
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Refer to specific evidence of submitted feedback to support your explanations.

a. Identify the format in which you submitted your evidence of feedback for the
3 focus students. (Delete choices that do not apply.)
! Written directly on work samples or in separate documents that were provided to the
focus students
[ ]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
[In the assessment that focus student one submitted, I provided specific feedback on her
assessment that gave her knowledge of her usage of the academic musical language. I also
provided positive encouragement for her descriptive words such as intensity and stressed
words. I brought to her attention that for the next time with an assignment such as this she
should be sure to read through the directions and rubric before turning it in to be graded. An
example of this is, Make sure you reread the directions and rubric before turning it in to receive
full credit. I also enjoyed how focus student one used the term staggered breathing correctly
to describe how she wanted the choir to sound. This aligns back to the National Core Arts
Standard MU:Re7.1.E.HS novice which states, identify reasons for selecting music based on
characteristics found in the music, connection to interest, and purpose or context. In the
assessment that focus student two submitted, I provided specific feedback on her assessment
that gave her knowledge of the need to dive deeper into the next level of musicianship. I also
gave her the awareness that elaborating on dynamics would be more powerful when
responding to music. I also provided positive encouragement for her descriptive words, such as
more energy, bolder, and powerful. An example of this is, I liked your idea of making our
dynamics sound stronger and bolder. Focus student two did a great job of supporting her
interpretation of phrasing, which relates back to National Core Arts Standard: MU:Re8.1.E.HS
intermediate which states, identify and support interpretations of the expressive intent and
meaning of musical works, citing as evidence the treatment of the elements of music, contexts.
In the assessment that focus student three submitted, I provided specific feedback on her
assessment that gave her knowledge of the need to identify specific spots in the piece with
measure numbers. I also provided positive encouragement for her suggestion that Treble
Ensemble express more enthusiasm as well as creating a relaxed sound. An example of this is,
I liked how you justified your idea for being more expressive as well as having a more relaxed
sound. Focus student three like focus student two did a great job of supporting her
interpretation of phrasing, which also relates back to National Core Arts Standard: MU:
Re8.1.E.HS intermediate which states, identify and support interpretations of the expressive
intent and meaning of musical works, citing as evidence the treatment of the elements of music,
contexts. ]
c. Describe how you will support each focus student to understand and use this feedback
to further their learning related to learning objectives, either within the learning segment
or at a later time.
[At a later time, I will further support focus student one by reviewing my feedback and explain
why she should reread the directions and rubrics to earn full credit. I will discuss her one
phrasing improvement idea for Treble Ensemble and encourage and guide her to complete
another idea. Another way I will guide focus student one on applying the feedback that she
received is to ask her to rephrase the directions and rubrics, which is a strategy that is stated in
her IEP. I will help focus student one with a focus cue such as Remember how we watched the
professional recording of Sarah Bareilles and Cyndi Lauper? What else did they do musically
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that made the entire song more enhanced? By reviewing the previous lesson and discussing
the feedback directly with focus student one, she will be more aware of her expectations. I will
also ask her to describe her feelings towards this piece as well as asking her to elaborate on
how phrasing can play a major impact on the reaction of the audience members. When I
discuss the feedback with focus student two, I will ask her how Sarah and Cyndi accomplished
more musical intent than Treble Ensemble. By asking her to review this question it will allow
focus student two to think deeper about music. This lesson and feedback can be applied to
future music making and assessments. I will help focus student two come up with strategies on
how she can develop a finer musical ear, as well as learning the musical intent behind the
composers idea. I will support focus student three by asking her to be more specific when she
is describing music. For this assessment, writing in the measure numbers for where she is
specifically referring to in the piece of music will make it easier to understand her ideas. I will
review how I really enjoyed the word choice that she used for allowing the choir to have a more
expressive tone just as Sara Bareilles and Cyndi Lauper did. When I review this with focus
student three, I will refer back to this assessment. The feedback I give will be helpful for future
musical assignments when asked for a student response.]
3. Evidence of Language Understanding and Use
When responding to the prompt below, use concrete examples from the clip(s) and/or
student work samples as evidence. Evidence from the clip(s) may focus on one or more
students.
You may provide evidence of students language use from ONE, TWO, OR ALL THREE
of the following sources:
1. Use video clips from Instruction Task 2 and provide time-stamp references for
evidence of language use.
2. Submit an additional video file named Language Use of no more than 5
minutes in length and cite language use (this can be footage of one or more
students language use). Submit the clip in Assessment Task 3, Part B.
3. Use the student work samples analyzed in Assessment Task 3 and cite
language use.
a. Explain and provide concrete examples for the extent to which your students were able
to use the
! selected language function,

! vocabulary/symbols, AND
! syntax or discourse
to develop content understandings.
[Students were able to utilize the key language function of discourse by having respectful and
productive discussions during this learning segment. As seen in video clip one, during lesson
two at marker 1:15-2:01, student three extended the conversation by saying, Going back to
Gabriellas point. This is a concrete example that student three was in collaboration with her
classmate and was using the concept of discourse to add a higher level of critical thinking.
Another example of discourse is also in video clip one, lesson two at marker 2:25-2:55. This
segment is a demonstration of discourse between a student and myself. I validated the
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students reaction by saying, There has to be an agreement with the choir. Are we all going to
be moving and relaxing or are we all going to be straight and really focused? These examples
of discourse develop the students understanding of phrasing because collaboration and
discussion allow for students to get creative and expressive about phrasing. Students were able
to utilize the vocabulary words that were learned in this learning segment. They demonstrated
their understanding of these words through their discussion in video clip two, lesson three at
marker 0:33 seconds. The students were asked to describe famous visual art paintings using
musical terms. The students used words such as forte, blending and staccato. This concrete
example of the students use of the vocabulary words is impressive. These students
demonstrated an understating of these terms to an extent where they can use them in a
different setting by describing visual art pieces with depth and understanding. Another concrete
example of vocabulary knowledge is in student work sample one. She says, I would like Treble
to try to have staggered breath at I see your true colors because it adds intensity to the piece.
She is aware that having longer phrases adds intensity to the piece, which is a clear
demonstration that her understanding of this musical term is correct. Students also demonstrate
an understanding of the language function of interpreting music throughout this learning
segment. Students demonstrated an understanding of interpreting music by listening to different
recordings and articulating the musical intent behind the pieces. An example of the students
utilizing their language function of interpreting what they have learned can be found in video clip
two, lesson three marker: 3:50-4:25. This segment is of me addressing the suggestions that the
students made on the formal assessment and compiling a Top 10 List that was focused into
three main sections for the lesson. The first point that I address is having more power when
singing. Many students talked about power in their assessment. Their interpretation of what the
piece should sound like helped them articulate phrasing improvements for Treble Ensemble.
Another example of how the students used the key language function of interpretation is in the
sample work from student three. She states, We should express more enthusiasm because
even though we used a lot of expression I think our version sounds a little more controlled than
it should sound. This is a response from her formal assessment as interpreted from the
different recordings.]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1bc, 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 or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[For my next steps, I would like to dive deeper into phrasing and creating music through Garage
Band or Sibelius to extend this learning segment. My analysis of student learning for the whole
class suggests that the overall student knowledge of phrasing was met through my formal
assessment. Because so many students earned full credit on the assessment, I will add an
extension activity on the next assessment. An example would be having the students take a
choral score and marking in the phrases. I would like to add more time to my assessment
allowing students to provide increased depth in their responses. My next step for the whole
class will consist of reviewing phrasing with added in-depth discussion on phrasing from
different perspectives. The whole class would also benefit from individual reflection, such as an
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exit slip. An exit slip would require students to list what they learned in the lesson as well as
what they would like to learn. Having a pre and post test would also be beneficial. It would be
beneficial to have more documentation on individual learning progress for assessment and
lesson planning. My next steps for the three focus students would involve reviewing their formal
assessment feedback as mentioned in 1c. For focus student one, I will have her rephrase
directions to me to ensure understanding. I will also have more one-on-one time with the
students and I will ask focus student one questions about the lessons in different ways. I will ask
her about how she can accomplish phrasing. I will ask her to describe phrasing in her own
words. These simple questions will be very effective for focus student one. Her IEP also allows
double the normal amount of time to work on assignments so her deadlines for assignments will
be extended and broken up in to small segments. Focus student two is one of the high
performers of the class and needs more challenge. For this student and other students that
excel in music, I would like to implement a music theory aspect of phrasing with cadences. They
will be able to discuss through my lessons, imperfect authentic cadences, perfect authentic
cadences, deceptive cadences, and half cadences. I will go over the assessment with focus
student two and review the feedback about expanding on her thoughts and ideas about
phrasing. For focus student three, I will review the feedback from the assessment and discuss
with her the importance of being specific when addressing musical suggestions. I will also
praise focus student three on her use of the musical language as well as her interpretation of
phrasing in the assessment. The next step for focus student three is to discuss the first level of
music theory and phrasing. I would teach this student and other students that are on the same
level about the construction of phrases.]
b. Explain how these next steps follow from your analysis of students learning. Support
your explanation with principles from research and/or theory.
[One of my favorite learning theorists, Mihly Cskszentmihlyi, states that optimal learning
occurs when skill level and challenge of a task are at their highest. This is known as the Flow
Theory. In my learning segment, I consistently try to help my students optimize their learning to
reach the level of Flow. When my students are singing, I want them to experience the joy of
singing as well as being immersed in their learning. My next step for the whole class will involve
giving my students a menu of choices that will accomplish the same learning goals on phrasing.
The menu of choices will serve as an assessment format too. The menu of choices will consist
of creative formats of assessment, as well as provide extensions. Allowing choice for the
students will provide them an opportunity to work individually or in pairs on an assignment that
interests them. Focus student one will benefit from the menu of, as well as focus student two
and three. Focus student one will naturally in this setting have more time to complete her
learning task. I will also be able to give focus student one more individualized attention. Within
this choice time, I will meet with focus student two and other students at her level and provide
music theory enrichment. Like focus student two, I will meet with focus student three within a
small group, and provide enrichment on phrasing as well. It is my hope that by allowing choices
in the menu format, my students will be exited to choose a learning task and an assessment
that reflects their learning style. Some examples of the choices may include the following:
writing a song, singing a song, creating a presentation, making a poster, writing an essay,
making a movie and writing a skit. A rubric will accompany each menu choice. I will have exit
slips for the students at the end of every class period, which will be open-ended questions.
These exit slips will serve as documentation for me to assess progress and plan for future
lessons. These exit slips will be differentiated and fun so that student of all levels will be
challenged appropriately. This assessment and documentation will help me plan to optimize my
students learning and allow my students to experience Cskszentmihlyis Theory of Flow. ]

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!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
Sara!and!Cyndi! !
Treble!
!
Name____________________________!Folder!Number________________Date_______________!
QUESTION:!After!listening!to!the!recording!of!Sarah!Bareilles!and!Cyndi!Lauper!singing!Truly!
Brave!and!Treble!Ensemble!singing!this!piece,!notate!some!differences!using!academic'musical'
language'that!you!would!like!to!see!Treble!Ensemble!try!to!implement!tomorrow!during!
rehearsal!in!relationship!to!phrasing!and!why?!!(Example!of!academic'musical'language:!arch,!
expression,!musical!intent,!crescendo,!diminuendo,!dynamics,!staggered!breathing,!phrase)!
!
ANSWER:!
!
!
!!!!
!
!
!
!
!!!!
!
Identify Different
Phrasing Choices
Between the Two
Recordings
Academic Musical
Language
Usage
Phrasing
Improvement
Ideas for Treble
Ensemble
Level 1
Student provides
no evidence of
difference.
Level 2
Student provides
evidence of one
difference.
Level 3
Student provides
evidence of two
differences.
Total Points
Students can
receive up to three
points
Student uses no
phrasing words.
Student uses one

phrasing word
Student uses two

phrasing words
Student provides
no input related
to phrasing on
how to improve
Treble Ensemble.
Student provides
one idea related
to phrasing on
how to improve
Treble Ensemble.
Student provides
two ideas related
to phrasing on
how to improve
Treble Ensemble.
Students can
receive up to three
points.
Students can
receive up to three
points.
Up to nine total
points.

Edtpa Pfa Assessment Commentary

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K-12 Performing Arts

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

1. Analyzing Student Learning

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

K-12 Performing Arts

! knowledge/skills (e.g., tools/instruments, technical proficiencies, processes,

! contextual understandings (e.g., social, cultural, historical, personal reflection)

K-12 Performing Arts

K-12 Performing Arts

Refer to specific evidence of submitted feedback to support your explanations.

K-12 Performing Arts

! selected language function,

K-12 Performing Arts

! For the whole class

K-12 Performing Arts

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

Student uses one

Student uses two

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