Helberg

Pre-Assessment/ Summative Percentage of

Diagnostic Assessment Students Who
Assessment Achieved Unit
Objectives
Whole Class: 22 22 95.4%

Subgroup;

Male 12 12 91.6%
Female 10 10 100%
ELL 0 0 N/A
Native Speakers 22 22 95.4%
Ethnic/Cultural Groups 4 – Caucasian, 4 – Caucasian, 95.4%
African American, African American,
Hispanic, and Asian. Hispanic, and Asian.
Majority Groups 1 - White 1 - White 93.7%
Identified Students (IEP) 3 3 100%
Non-Identified Students 0 0 N/A
Focus Students:
Focus Student A 0 0 N/A
Focus Student B 0 0
 Slothower

Pre-Assessment/ Summative Percentage of

Diagnostic Assessment Students Who
Assessment Achieved Unit
Objectives
Whole Class: 20 20 90%

Subgroup;

Male 8 8 87.5%
Female 12 12 91.6%
ELL 0 0 N/A
Native Speakers 20 20 90%
Ethnic/Cultural Groups 3 – Caucasian, 3 – Caucasian, 90%
African American, African American,
Hispanic Hispanic
Majority Groups 1 – White 1 – White 93.7%
Identified Students (IEP) 6 6 66.7%
Non-Identified Students 0 0 N/A
Focus Students:
Focus Student A 0 0 N/A
Focus Student B 1 1 100%
 Buchanan

Pre-Assessment/ Summative Percentage of

Diagnostic Assessment Students Who
Assessment Achieved Unit
Objectives
Whole Class: 23 23 100%

Subgroup;

Male 10 10 100%
Female 13 13 100%
ELL 0 0 N/A
Native Speakers 23 23 100%
Ethnic/Cultural Groups 4 – Caucasian, 4 – Caucasian, 100%
African American, African American,
Hispanic, Asian Hispanic, Asian
Majority Groups 1 – White 1 – White 100%
Identified Students (IEP) 1 1 100%
Non-Identified Students 0 0 N/A
Focus Students:
Focus Student A 1 1 100%
Focus Student B 0 0 N/A
 Murdock

Pre-Assessment/ Summative Percentage of

Diagnostic Assessment Students Who
Assessment Achieved Unit
Objectives
Whole Class: 22 22 95.4%

Subgroup;

Male 12 12 100%
Female 10 10 90%
ELL 0 0 N/A
Native Speakers 22 22 95.4%
Ethnic/Cultural Groups 4 – Caucasian, 4 – Caucasian, 95.4%
African American, African American,
Hispanic, Asian Hispanic, Asian
Majority Groups 1 – White 1 – White 100%
Identified Students (IEP) 8 8 87.5%
Non-Identified Students 0 0 N/A
Focus Students:
Focus Student A 0 0 N/A
Focus Student B 0 0 N/A
 Pre-Assessment KWL Chart

K W L
(What do the students (What do they want to know) (What have we learned?)
know?)
*not filled out in Pre-
Assessment*

Analyze: The results helped me determine what the students wanted to learn. That was how to
play the ukulele, how to read chord charts, and how to perform songs they enjoyed.

These results helped me to create the learning goals and objectives for the class.

This data helped me to know where to begin with the students. I was able to see for Focus
Student A where extra assistance would be needed.

I plan to differentiate for all learners based on their needs. I will adjust my lessons’ activities
and time spent.
 Formative Assessment Checklist

Student Name: _________________________________________________________________

Is the student participating to the best of their ability? ____________

Is the student playing at least one chord in the song? ____________

Is the student focused and not talking during rehearsal? ____________

Is the student using a strum pattern that is appropriate? ____________

Is the student playing the chord/chords with proper hand placement? ____________

Analyze: Most of the students were receiving checks in every box. Quite a few didn’t get checks
in the focus section.

The students are learning what I intended to have them learn. I used this checklist to adjust and
figured out what to revisit.

We revisited some of the parts of the songs that were tricky. Some students adjusted the
amount of chords they played to best fit their ability.

I differentiated instruction to make sure that my students were set up to be successful. Focus
Student A got less work in the lessons and more personalized instruction. Focus Student B got a
little more collaborative learning in small groups or with a partner.

I report these to students as areas where we can improve to better our performance.

The students used this information to help guide their practice on the ukulele to improve.
 Summative Assessment Rubric

Student Name: _________________________________________________________________

5 points 3 points 1 point

Chords Played Student plays the Student plays half Student plays almost
correct number of the number of chords none of the chords
chords that fits their that fit their level of that they should.
level of comfort and comfort and ability.
ability.
Hand Placement Student uses correct Student uses correct Student uses
hand placement for hand placement for incorrect hand
all of the chords they about half of the placement for a
played. chords they played. majority of the
chords played.
Strum Pattern Student uses an Student uses an Student uses an
appropriate strum appropriate strum incorrect strum
pattern for almost all pattern for about half pattern for most of
of the performance. of the performance. the performance.
Performance Student performs to Student performs to Student doesn’t play
the best of their the best of their to the best of their
ability throughout ability for about half ability for most the
the performance. of the performance. performance.
Focus Student are focused Student have a few Student is distracted
and not talking distractions and not focused
throughout the throughout the throughout the
performance. performance. performance.

The results reveal differences of achievement in terms of the number of chords played and
strum patterns used. This data shows what students are performing above, below, and at grade
level.

These students did learn what I wanted them to learn. My summative assessment showed that
almost all of the students achieved what I set out for them in the learning goals. This means
that most had their needs met whereas some had only some of their needs met. I also got to
see where some needed extra assistance and can plan to scaffold students with those needs
better in the future.

Focus Student A and B learned what I intended to learn. Both were successful in the program
and were able to develop their skills on ukulele.
One intervention was for those that were IEP Students. Some of them needed extra assistance
and one on one time with me or a student who felt comfortable. This gives them some extra
attention to help them be successful.
 Self-Evaluation of the Instructional Unit

Name: _Joseph Pierce__________________School: _Marlatt Elementary School__________

1. Select the learning objectives where your students were the most successful. Provide
two or more reasons for this success (Be specific and provide evidence). Consider your
objectives, instruction, and assessment along with student characteristics and other
contextual information under your control. Were Focus Students A and B successful?
Why or Why not?

The learning objective where the students were most successful was objective 1. Some
reasons for this success include having the most practice with this objective, not being a
physically demanding objective, and it was the most drilled into the rehearsals. Both
Focus Students were successful. Student A took a little extra work to get there. They
could both answer questions correctly and demonstrate what I was asking.

2. Select the learning objectives where your students were least successful. Provide two or
more reasons for this lack of success (Be specific and provide evidence). Consider your
objectives, instruction, and assessment along with student characteristics and other
contextual information under your control. Explain any mid-unit adaptations you made
to enhance learning for all students. Discuss what you could do differently or better in
the future to improve your students’ performance. What would you do differently for
Focus Students A and B?

I think the least successful objective was unit objective 2. It was the most challenging of
the objectives and included the most physical movement. I made some mid-unit
adaptions to help students who were struggling with the fingerings. In the future, I could
do a little more prep work to help the students be more successful. Focus Student A could
have gotten a little more individual help.

3. Discuss how and in what context you have communicated with students, parents, and
other professionals about your decisions regarding students’ learning and assessment.
You must address all three.

I communicated with the students on what they wanted to learn about and what we
wanted to do. I communicated with their parents on how their students were assessed and
what we did in class. I communicated with other professionals to get ideas for how to
help meet the needs of all my students.
4. Demonstrate that you understand the School Improvement Process in use in your school
and explain how your efforts as a professional fit into it. How can you contribute to
achieving the school’s School Improvement Process goals?

The School Improvement Process wants all students to be successful. I was able to
contribute to this goal by adjusting and adapting my lesson to be able to reach the needs
and set up all students for success.

5. Reflect on possibilities for professional development. Describe at least two professional

learning goals related to your professional strengths and weaknesses revealed by
teaching this unit. Identify two specific activities you will undertake to improve your
performance as a teacher in the critical areas you identified.

I think two professional learning goals in this unit are the ability to analyze how students
are doing in the class and how to plan a program. Two activities to help with analysis are
practicing through informal assessment and practicing with sample data. Two activities
to help with program planning are creating song setlists as practice or finding a mix of
activities that can work together as one program.