Amanda Parker Title: Assessment Date: Spring 2014 Artifact Description: This artifact describes and contains an assessment

that I used with my Middle and High School students in their preparation for Solo and Ensemble Festival.

ALIGNMENT Wisconsin Teacher Standard Alignment: This experience best aligns with Standard 8 of the WSTDL requirements which states: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. This experience is most appropriately aligned with Standard 8 because I used both formal and informal assessment in my classroom during my student teaching placement, specifically at Potosi School District. While at Potosi, I worked with secondary music students in preparation for Solo and Ensemble Festival that took place on March 29, 2014. Students were given a 15-minute lesson once a week. My cooperating teacher already had a system in place in which the students would bring in a form that the students would fill out their own personal goals and expectations and then give themselves a grade on how well they felt they achieved those goals. After the student completed their portion, they would conference with the teacher, in this case me, and we would discuss why they gave themselves the grade they did. I would then grade them on the same scale, but adjust for my own assessment of the students progress and achievements. While the weekly forms were great for short term analysis, I felt the need for long-term assessment, and put together my own assessment form that students were required to complete for a grade. I organized a Peer Critique assessment for which students would need to bring a peer to two of their lessons, one and the beginning and one at the end of the quarter, to assess progress of the singer in preparation for the Solo and Ensemble Festival. For this form, a peer would rate the singer on various criteria within a 1-3 scale, 1 being the most successful and 3 meaning improvement was needed. After the peer finished their portion of the form, the singer would then complete a response portion of the form and state a goal for improvement over the quarter. After the form was complete, the singer would bring the form to me, we would conference, and then we would both sign after we had come to an agreement on a grade. This form was in addition to the weekly progress report. Informal assessment comes from listening and assessing students real-time within the lesson. If a student is not getting her notes right on a particular line, we stop and try to fix the problem spot. In some cases, I ask the student what she thinks needs to be done to be more successful in that particular spot. In other cases, I will simply guide the student into better choices to gain more success. If the original attempt to fix the problem is still unsuccessful, we try something new, including kinesthetic cues, accompaniment cues, and theory knowledge. UW-Platteville School of Education Knowledge, Skill, Disposition Statement Alignment: This experience best aligns with KSD.1.f which states: The candidate understands, is committed to, and can develop assessments that are clearly stated and congruent with instructional goals. The students are aware of how they are meeting the established standards and are involved in the goal setting process. This KSD alignment is most relevant to this experience because I developed and adhered to specific standards and instructional goals with my students. I used standards that were already in place by my cooperating teacher, but I also developed my own assessment tool to help my students become more successful. I also allow the student to be part of the goal setting process in the way that the forms

are designed. Students are expected to meet with me to discuss their goals for the next week and also for the long-term future of their Festival piece. During this time, my students have the opportunity to discuss and question how I am grading as well. None of my students are ever unaware of how they are being graded. Each of the forms they have to complete is very specific and has concise directions. Secondary Alignments: KDS.3.d KDS.4.b

REFLECTION What I learned about teaching/learning: I learned that assessment is not limited to the teacher. Assessment should be a joint effort between student and instructor to achieve the most success. It is important that students are involved in the goal-setting process so that they have the motivation to strive to achieve the goals that they set themselves. Students are much more self-motivated if they set the goals themselves. What I learned about myself as a prospective educator: As a teacher, it is my responsibility to facilitate the success and motivation of my students. It is not my job to set goals for my students, but rather to help them set goals for themselves. If students have a more active approach in their own grades and assessments, they are more likely to be successful students. I learned that assessment comes from both the student and the teacher and that both sides must be equally involved for success to happen.