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 a
student work sample or feedback as a video or audio clip and you or your focus students cannot be
clearly heard, attach a transcription of the inaudible 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.
[ Students will be able to read and play a variety of notes using body percussion and metrical
counting to perform a song (“Jamboree”). ]
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.
[
Lesson 1:
Note: All parameters are out of 4 points, making the maximum total 12.
Student Body Steady Performin Total

Number Percussio Beat g Grade
n Grade Grade Independ
ence
Grade
Student 1 3 3 4 10
Student 2 3 4 4 11
Student 3 4 4 4 12
Student 4 4 4 4 12
Student 5 4 4 4 12
Student 6 4 4 4 12
Lesson 2:
By the end of class, all attending students wrote in the metrical counts in their music
correctly.
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Lesson 3:
Note: All parameters are out of 4 points, making the maximum total 16.
Student Body Metrical Steady Performin Total

Number Percussio Counting Beat g Grade
n Grade Grade Grade Independ
ence
Grade
Student 1 4 3 2 4 13
Student 2 4 1 4 3 12
Student 3 3 3 4 3 13
Student 4 2 2 2 2 8
Student 5 4 4 4 4 16
]
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).
[ One clear trend for the class is that adding metrical counting decreased students’ abilities in
every category. Only student five’s performance was unaffected by the added complexity of
metrical counting in some way.
Out of every parameter on the grading rubric, the added complexity of metrical counting affected
“Performing Independence” most. In the first performance assessment, every student was
perfectly independent during their performance (meaning: they didn’t need my assistance to get
back on track). In the final assessment, three students got less than perfect in the “performing
independence” category. The reason for this is that in the first lesson’s assessment, several
students added an extra beat or two in the rhythmic passage. These mistakes only affected the
“Body Percussion” score in the first rubric. The decreased “Performing Independence” in the
final rubric likely means that metrical counting made the students aware of what beat they were
on in a given measure, making them unable to move forward in the music while making the
same mistake of adding a beat.
As for individual needs, Student 1 seemed to have trouble maintaining a steady beat in his
individual performances (in both lessons 1 and 3). His “Steady Beat” grade was less than
perfect in both rubrics. If I were to teach another lesson, I would have a focus on using a
metronome to keep a steady beat, which would likely help Student 1’s individual need.
In the first assessment (first rubric), student 4 performed the rhythmic passage perfectly, but in
the final assessment (last rubric) she received a 2 out of 4 for every performance parameter.
This shows that the added complexity of metrical counting caused a lot of inconsistencies in her
performance. ]
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.
[ N/a ]
2. Feedback to Guide Further Learning
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
 In audio files
If a video or audio clip of feedback occurs in a group context (e.g., discussion), clearly
describe how the scorer can identify the focus student (e.g., position, physical
description) who is being given feedback.
[ In the audio clip submitted for Task 3 – Part A: Student Work Samples, I give verbal feedback
to each focus student directly following their performance.
Following the lesson sequence, I returned the following completed rubrics to each appropriate
focus student. The rubric template can be found in Evaluation Criteria for Lesson 3. These three
rubrics are below:
Student: 1
1 – More 2 – More 3 – Rhythms 4 – All Body

than half the than half the are all rhythms are Percussion
rhythms are rhythms are clapped clapped Grade:
clapped clapped correctly correctly __4____
incorrectly correctly except for
one or two
beats
1 – More 2 – More 3 – Rhythms 4 – All Metrical

than half the than half the are all rhythms are Counting
rhythms are rhythms are audibly audibly Grade:
audibly audibly counted ___3___
counted counted correctly counted

incorrectly correctly except for correctly
one or two
beats
1 – Steady 2 – Steady 3 – Steady 4 – Steady Steady Beat

beat is beat is beat is beat is Grade:
inconsistent consistent consistent consistent __2___
over half the over half the for the entire the entire
time time passage passage
except one
or two beats
1 – Student 2 – Student 3 – Student 4 – Student Performing

is unable to performs performs the performs the Independenc
perform more than entire entire e Grade:
more than half of the musical musical __4___
half of the musical passage passage
musical passage, with one or without
passage, regardless of two intervention
regardless of guidance interventions from the
guidance from teacher from the teacher
from teacher (starting and teacher
(starting and stopping)
stopping)
Final Grade: 13/16
Student: 2

one or two
beats

audibly audibly counted counted __1____
counted counted correctly correctly
one or two
beats

inconsistent consistent consistent consistent _4____
over half the over half the for the entire the entire
time time passage passage
except one
or two beats

stopping)
Final Grade: 12/16
Student: 3

one or two
beats

audibly audibly counted counted __3____
counted counted correctly correctly
one or two
beats

inconsistent consistent consistent consistent __4___
for the entire
over half the over half the passage the entire

time time except one passage
or two beats

stopping)
Final Grade: 13/16

]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
[ In the ‘student work sample’ audio clips, I explain the positive aspects of the students’
performance, while giving each student something to work on that would improve their
performance if they were to do it again.
The rubric directly explains how each student earned their grade, giving details about their
individual performance. This tells the student what about their clapping, metrical counting,
steady beat, and performing independence could be improved. ]
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.
[ In future lessons, I will incorporate a focus on steadiness of beat by using a metronome to
rehearse sections with complex rhythms, such as the passage the students were assessed on. I
will also send a link for an online metronome to students, explaining to them beforehand that
practicing the passage used for assessment, as well as other musical passages that are
rhythmically challenging in the future, alongside a metronome while metrically counting will help
them keep a steady beat in the long run.
In future lessons, I will give reminders to students that in their individual practice, they should
never stop when they make a mistake, because this creates a bad habit of being dependent on
the teacher to remind students of where they are supposed to be in the music. I will also be sure
to decrease the number of times I stop a student when they make a mistake, because the
teacher can also instill this bad habit. ]
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.
[ 1. Video Clips from Instruction Task 2:
From 8:50 to the end of video 1, students write metrical counts into their music independently.
This incorporates the vocabulary/symbols of the lesson (the numbers 1, 2, 3, 4, and the ‘+’
symbol).
At 7:50 in video 2, the students vocalize the vocabulary/symbols in a measure of music that is
new to them, proving their understanding of what context to apply the vocabulary/symbols to.
This task is also a direct application of the language function: perform.
Student Work Samples for Task 3:

Each work sample is a use of body percussion and metrical counting to perform a passage of
music. ‘Perform’ is the selected language function, so this is a direct application of it.
In music, syntax is the application of the notes and rhythms students have learned in a lesson.
All three work samples include the application of quarter notes, quarter note rests, and eighth
notes through a performance of body percussion and metrical counting. ]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1b–c, describe next
steps for instruction to impact student learning:
 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).
[ In prompt 1c, I analyzed student 4’s decrease in performance grade between the first and last
assessments/rubrics. Student 4 needs a lot more time and practice to comprehend how metrical
counting relates to music. In Part 2 – Instruction Commentary, I wrote that this student was
absent for the second lesson of my sequence, and that she therefore did not get instruction on
metrical counting, or the chance to write the counts in her music. I wrote several ways in which I
would change the lesson to meet her individual needs, including: having her read off her
neighbor’s music for the counts, giving her the chance to be assessed in a following class (after
getting a week of practice time), and/or picking on her to perform the passage after the full class
played the passage correctly together several times. These are all changes that would facilitate
this student’s increased success based on her individual need.
For student 1, keeping a steady beat was an issue in both assessments 1 and 3. As stated in
prompt 1c, the next step would be to incorporate a focus on steadiness of beat by using a
metronome to rehearse sections with complex rhythms, such as the passage the students were
assessed on. To further independence with at-home practice, I’d send a link for an online
metronome to students, explaining to them beforehand that practicing the passage used for
assessment, as well as other musical passages that are rhythmically challenging in the future,
alongside a metronome while metrically counting will help them keep a steady beat in the long
run.
Since “Performing Independence” was the parameter that got worse for the greatest number of
student performances between assessments 1 and 3, as stated in prompt 1c, I will give
reminders to students that in their individual practice, they should never stop when they make a
mistake, because this creates a bad habit of being dependent on the teacher to remind students
of where they are supposed to be in the music. I will also be sure to decrease the number of
times I stop a student when they make a mistake, because the teacher can instill this bad habit
as well by doing this too often.
To challenge Student 5, who got a perfect score for her final performance assessment, I would
make sure that next lesson she incorporates the other body percussion (patting knees) to add
an extra challenge/enrichment to her assignment. Any other student that got above a 12 on their
total score in the final assessment should add the patting as well. Enrichment is very important,
especially in classes with students classified as ‘Advanced Academics’ -- as 5 students in this
class were.
]
b. Explain how these next steps follow from your analysis of students’ learning. Support
your explanation with principles from research and/or theory.
[ Regarding student 4’s need for more practice clapping and counting, this relates to author
Robert Duke’s concept of “Inching forward but leaping backward” from his essay collection
Intelligent Music Teaching. In my lesson she did not have the opportunity to inch forward—in
fact, she chose to ‘leap forward’ herself by adding metrical counting as well as ‘patting knees’,
without having received my lesson that introduced metrical counting (lesson 2). Giving student 4
an extra week to practice after receiving the counts from a neighbor would be a leap backward
to the previous week, but would be a necessary step for her to succeed.
Regarding improving student 1’s (and all other student’s) steady beat, incorporating a
metronome is a step so common in music education that it is most commonly spread through
word of mouth. However, many published music education books touch on metronome practice,
one example being Your Metronome Doesn’t Hate You. Really! by Cindy Blevins.
In author Robert Duke’s essay titled “Assessment” in his collection Intelligent Music Teaching,
he mentions that amateur musicians often fail at their early performances because their
teachers would stop them whenever they made a mistake. The only solution to this is to help
one’s students practice continuing in a piece of music regardless of their mistakes, which is
what I intend to do with this class to improve their performing independence.
Since student 5 had a perfect performance for the final assessment, most educators would
agree that enrichment would be the appropriate next step. Students should be increasingly
challenged so the lesson itself facilitates their curiosity and proficiency. One journal article from
the Education Sciences called “Enrichment and Gifted Education Pedagogy to Develop Talents,
Gifts, and Creative Productivity” by Reis, Renzulli and Renzulli centers on this concept.
]

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K-12 Performing Arts

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

1. Analyzing Student Learning

Student Body Steady Performin Total

Student Body Metrical Steady Performin Total

1 – More 2 – More 3 – Rhythms 4 – All Body

1 – More 2 – More 3 – Rhythms 4 – All Metrical

counted counted correctly counted

1 – Steady 2 – Steady 3 – Steady 4 – Steady Steady Beat

1 – Student 2 – Student 3 – Student 4 – Student Performing

Final Grade: 13/16

1 – More 2 – More 3 – Rhythms 4 – All Body

1 – More 2 – More 3 – Rhythms 4 – All Metrical

1 – Steady 2 – Steady 3 – Steady 4 – Steady Steady Beat

1 – Student 2 – Student 3 – Student 4 – Student Performing

Final Grade: 12/16

1 – More 2 – More 3 – Rhythms 4 – All Body

1 – More 2 – More 3 – Rhythms 4 – All Metrical

1 – Steady 2 – Steady 3 – Steady 4 – Steady Steady Beat

over half the over half the passage the entire

1 – Student 2 – Student 3 – Student 4 – Student Performing

Final Grade: 13/16

Student Work Samples for Task 3:

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