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Can be rehearsal contribution, skill development, practice

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Just started working on this…..

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About a couple weeks before festival, I record the choirs singing their festival set, and then they assess their performance using the SCVA

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Example of UDL dance final.  Kids have option to work alone or in small groups.  They can present in person as a stage version or present a concept video. 

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Example of UDL dance final.  Kids have option to work alone or in small groups.  They can present in person as a stage version or present a concept video. 

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I include a post-performance assessment, they must answer the roses, buds, and thorns based off of their own perspective of the performance. We also can use this during class rehearsals via a recorded chunk of their performance. 

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I include a post-performance assessment, they must answer the roses, buds, and thorns based off of their own perspective of the performance. We also can use this during class rehearsals via a recorded chunk of their performance. 

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Concert reflections

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Reflection journals

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Lots of ideas/brainstorming

Everyone contribute

Don't expect perfection.

Self-assessment.

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Project progress points. Or any fluff that is not assessing their proficiency.

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syllabus.

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Sign syllabus

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Weekly participation points?

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Using a simple number scale and/or rubric, and would like to brainstorm implementation of the grading.

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The linear scale makes a lot more sense and more willing to implement this than an 100 point scale. Do we average out the numbers at the end of each quarter to get their overall grade?

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I think that the benefits of a simplified rubric can show more accurate process of learning over time. There will be challenges with re-assessment. 

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I think that the benefits of a simplified rubric can show more accurate process of learning over time. There will be challenges with re-assessment. 

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At some point, it will still be translated into the traditional scale though right?

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This rubric makes sense to me. I am not sure what questions I have but would be willing to try it. I wish it had been explained with these graphics initially. It’s much clearer to me after today.

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I am more inclined to introduce it to my classroom.

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The way the number scale was explained, helped me understand the linear scale better which I am more inclined to used than a 100 point scale. So at the end of each quarter do I average out the numbers to be able to get their overall grade?

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I think it is a great idea but it takes a lot of TIME. So, what does it look like to eval skills? Not sure.

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No problem with the new rubric-

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Attentiveness and reinforcement

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Knowledge level of the curriculum

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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National Assessment Governing Board Abridged Arts Framework

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National Assessment Governing Board Abridged Arts Framework

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are your more inclined to adopt it? What other questions do you have that can be addressed in a follow-up?

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Biggest worry is to not track participation as it relates to the performance.

The soft skills to create performers may not be evaluated through assessment only.

Assessment for performance is talent-based versus work-based.

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Not every student tests well.

Students are not coming from the same place.

Not enough collaborative time to align standards for assessment within disciplines

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Discourages work. Discourages practice. Disregards other methods of learning and expression. Must have things turned in to retake assessments so it does count. College recommendations and chair positions are innate rewards. Challenge of buy in the program. Students can improve grades. “Here’s what you can do.”

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Loss of leverage in classroom management

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Did the student master the skill or concept. Testing scales, all students get the tests, students can retest, at some point they master. Learn the skill the year prior. Beginner mix paint. Advanced use mono chromatic. Measure progression and application of previously tough concepts. AP kids get rubric for art project exactly as AP exam in each area.

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A meaningful measurement of student engagement, growth and achievement

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Clear understanding to everybody involved where a student lies in the continuum of learning.

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It aims to see if there has been progress towards Mastery; whether or not standards have been met.

It produces an understanding for the student to see how much of the content they have learned. (standards) and how well they met the standards (mastery)

It can also help to show where certain gaps may exist.

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Failure to demonstrate even the most fundamental understanding of any curricular standards. No evidence to assess understanding.

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Defiance, won’t do the work deliberately. Skill based class. No attempt. Lack of accountability. Disregard the group.

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F - They did nothing, or put forth "no" effort. Chronic Absenteeism.

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Absolutely no effort or engagement

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Individual mastery

Outstanding level of achievement

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Visual arts: master a skill. Show up at a concert. Electives keep people in class. You can remake a quiz, you can earn an a if you are you’re best

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They are doing the best that they are capable of doing.

“A” shows passion and interest

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A - Excellent, Superior, better than everyone else (not average)

A - Shows Mastery of a concept, or advancement through a continuum of multiple topics/disciplines. Does not mean the same thing for every student.

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Content mastery

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Grasp of the content. Daily participation, engagement. Improvement. Measure how they advance. Show up at the concert. Group activities.

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*Mastering Content and Standards

*Meeting Expectation - what to improve upon

How the students are doing - their overall progress

*The A-F is the understood Legacy of school, the way things are understood - A means you are doing well, B means you are doing OK, it could be better... etc. It is what parents have gone through.

*More new understanding - C - you are at standard, B - you are starting to improve and go beyond, A - you are very proficient and beyond average.

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Growth

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Learning the content and how well they grasped the skills we taught.

Measure daily engagement.