ENTRY 11

Unit Assessment Design Template

Pre-Assessment / Diagnostic Assessment/Sightreading

Describe the Explain the Explain the specific Which unit Describe how specific
pre- rationale for adaptation(s) made objectives does student results
assessment choosing this for Students A and this assessment impacted your unit
you will use- assessment. B OR why no address? plan.
What is the adaptations are (each learning How do you plan to
format? needed. objective must be differentiate for all
assessed) learners?
Formal I used a I chose this Each pre- Students will After reviewing my
written pre- assessment assessment identify a data, I noticed that
test for my because this included an variety of notes many students had
pre- gave me example measure and rests. issues counting
assessment. practical data of the format I rhythms when the
Students to analyze required for Students will measure started with
were given a the ability writing in the write and an eighth rest, the
handout level of my counts and verbally count most common
created by students examples of different answer being to
me that pertaining to different rhythm sets. ignore the eighth rest
contained rhythm possibilities. This and label the next
multiple reading. This was helpful not Students will note after as count 1.
measures of allowed me just for my focus perform This was not an
different to design the students, but for rhythms in issue I had expected
rhythm plan of every student in their music before giving the test
patterns. instruction my classroom. accurately. and it caused me to
Students for my unit. Students were not insert more time
were given a time limit Students will discussing eighth
required to and I would every understand the rests than I had
write the student the basic process originally thought
counts that amount of time for counting necessary. Some
each note they needed to rhythms. strategies utilized for
and rest complete the pre- this were having
appeared on. assessment to the Students will examples written on
best of their understand the the board (visual),
ability. relationship having the class
between count out loud
different types (aural), and play
of notes and examples on their
rests. instruments or clap
(kinesthetic).

Informal
Please provide a narrative description of your pre-assessment

Formative Assessment
 Describe the Explain the Explain the Which unit Describe how
assessment you rationale for specific objectives does specific student
will use-What is choosing this adaptation(s) this assessment results impacted
the Format? assessment. made for address? your instruction.
Students A and B (each learning
OR why no objective must be
adaptations are assessed)
needed.

Formative I used a rhythm I chose this Each student Students will One specific
math assessment was allowed as identify a thing that I
assignment for because I much time as variety of notes noticed was
my formative wanted to they needed to and rests. that the
assessment. assess the complete this students
This assignment students assignment in Students will generally had
required current class. The write and an issue with
students to understanding assignment was verbally count any dotted
answer simple of note values presented after different notes. After
math problems and durations another rhythm sets. seeing that this
using notes and after having discussion was a common
note values. I had multiple about note Students will issue among
pre-determined lessons on values and the perform the students, I
the math those topics. I relationships rhythms in dedicated
problems and also wanted to between notes. their music more time in
allowed students see how much Each student accurately. my unit plan
to work information also had a towards
individually to they were rhythm tree on Students will discussing
answer five retaining and the pack of understand the dotted notes
rhythm math what areas if their basic process and what
questions. any continued assignment that for counting exactly the dot
to be unclear. they could use rhythms. does to the
as a resource to note. After
help them with Students will additional time
their understand the with this
assignment. relationship subject,
Students A and between students
B were also different types achieved a
checked in with of notes and greater
individually to rests. understanding
make sure they of dotted
understood the notes.
assignment and
what they were
required to do.
What is the I expected students to get at least three out of five questions correct at a minimum. Any
minimum level of student that achieved less than three out of five correct answers received individual
performance you
expect all
intervention to make corrections and receive further instruction.
students to
achieve on the
formative
assessment?
Summative Assessment
Describe the Explain the Explain the Which unit Describe how
assessment you rationale for specific objectives does specific results
will use-What is choosing this adaptation(s) this assessment will impact what
the format? assessment. made for address. you would teach
Students A and B (each learning next.
OR why no objective must be
adaptations are assessed)
needed.

Summative I used the same I chose this Each pre- Students will I would
exact test that I assessment assessment identify a analyze
used for the pre- because this included an variety of notes common
assessment. gave me example and rests. mistakes and
practical data measure of the make plans to
to analyze the format I Students will address these
ability level of required for write and mistakes to
my students writing in the verbally count avoid them in
pertaining to counts and different the future.
rhythm examples of rhythm sets. Anything that
reading. By different still presents as
using the same possibilities. Students will unclear for my
test for the pre- This was perform students will
assessment and helpful not just rhythms in be addressed
post- for my focus their music and my
assessment, students, but accurately. strategy for
this allowed for every those mistakes
me to directly student in my Students will will be
compare the classroom. understand the analyzed and
results for each Students were basic process improved.
student and not given a for counting
measure their time limit and I rhythms.
exact growth in would every
this subject student the Students will
after amount of time understand the
completing the they needed to relationship
unit. complete the between
pre-assessment different types
to the best of of notes and
their ability. rests.

What is the I expect over 75% of my students to score a minimum of 70% on the summative
minimum level of assessment. This is the minimum level of performance I would accept before moving to
performance you
expect all
the next unit. Any level of performance lower and I would continue with the unit after
students to analyzing my teaching for mistakes and making improvements upon them. Regardless
achieve on the of a success or fail, rhythm is a subject that will never not be present in my classroom
summative so my students will get consistent instruction upon the topic of rhythm.
assessment?
What differences I expected that my focus students would still score in the bottom third of the class. I did
might you expect not know what differences to expect between instrument groups or between male and
 in the female students.
performance
between the
subgroups and
the remainder of
the class?

Attach a copy of your pre-assessment/diagnostic, formative, and summative assessments. Attach a

copy of all supporting documents—for example, a rubric used to evaluate student performance.
 Analysis of Assessment Procedures
Presentation and Analysis of Assessment Data

Pre-Assessment/Diagnostic Assessment Data

•Disaggregate your data using at least two contextual factors in chart/graph/table form (e.g.,
male/female, ethnicity, SES. etc.).
*See below
•Analyze your pre-assessment results.
*See below
•Discuss the results in reference to your learning goals and objectives.
47% of students achieved the unit goal on the pre-assessment, which was receiving at least a 70%. In
order to meet unit goals by the end, I would need to have at least a 28% growth of students receiving at
least a 70%.
•Describe how you used pre-assessment data to proceed with instruction for all students. What
specifically did you do for Focus Students A and B?
I took note of who performed under the minimum goal and recorded common mistakes among them. I
also took note of specifically what my focus students struggled with so that their errors could be
covered both in a full group setting and in individual intervention with my focus students.
•Based on your data, how do you plan to differentiate for all learners?
I plan to utilize multiple methods of instruction, including aural, visual, and kinesthetic learning
practices to reach all types of learning. Some examples of this are writing on the board, clapping and
counting rhythms, and finding connections to their concert music.
Formative Assessment Data
• Analyze your formative assessment results.
*see below
•Discuss results in reference to your learning goals and objectives. Are students learning what you
intended them to learn?
87% of students achieved the expectation, which was 3/5 correct answers. This shows that the majority
of students are learning what I want them to learn and are making significant progress.
•Discuss any adaptations based on the results of the formative assessments.
Any student that scored below a 3/5 was pulled out of class for a few minutes for individual
intervention with me to re-explain things and help them make corrections.
•Identify differentiation needed to help all students meet the goals and objectives of the unit.
Students were given the opportunity to make corrections to their assignment after going over common
mistakes as a class.
•Provide evidence that you are persistent in helping all your students succeed. What specifically did
you do for Focus Students A and B?
Both focus students scored below a 3/5 so were subsequently given individual intervention and
guidance with making corrections. Everyone was required to make corrections to their assignments
after discussing common mistakes.
•How did you report these results to your students to help them become more responsible for their own
learning?
I handed back the assignments and went over common mistakes with them. Everyone was required to
make corrections after discussing common mistakes.
•How did your students use this information to enhance their own learning?
After making corrections in class, students will be able to use the correct rhythm math answers and the
the rhythm tree on the back side as a resource to figure out rhythm durations and the relationships
between them.
Summative Assessment Data
•Disaggregate and analyze (in chart/graph/table form using the same contextual information from the
pre-assessment) your results to reveal differences of achievement based on the students that fall within
different contextual factors. What did the disaggregated data reveal?
Both of my focus students failed to meet the minimum unit goal. However, both had a significant
increase in score between the pre-assessment and the post assessment which indicated to me a
significant amount of progress and knowledge gained. The class average increased from a 65% to an
82%, and the average percentage growth for students was a 17%.
•Discuss these results in reference to your learning goals and objectives. Did students learn what you
intended them to learn? Specifically describe your evidence.
78% of students met the minimum goal of the unit which was a score of at least 70%. I was very
pleased with the growth of the class. However, I only cleared the minimum goal by 3%, which
indicates a need for improvement on my end as an educator.

•Did Focus Students A and B learn what you intended them to learn? Specifically describe your
evidence.
Neither of my focus students achieved the minimum unit goal of a 70%. However, student A had a 15%
score increase while student B had a 28% score increase, indicating to me that they made significant
progress.
• Discuss at least one intervention for future instruction for any subgroup performing lower than the rest
of the class. What changes could be made in this unit to help all students be successful?
I would continue with individual intervention with my focus students and any student with significant
struggles to make sure they are consistently improving their rhythm skills. There will also be significant
time during the year where the class as a whole works on their rhythm, so it will be a skill that is
constantly being worked on.

Analysis of Student Achievement

Presentation of Disaggregated Data
Pre-Assessment:
What do these data mean for instruction during the unit?
 (In other words, as the teacher, how will you design and implement instruction based on the
given data? What assessments will be necessary? What will help you meet your state learning
outcomes. Be specific in your responses.)

Through examination of the data gathered from my pre-assessment and collection of

common mistakes made during the pre-assessment, I will be able to tailor the unit to
address the most prevalent issues for the class. For example, students had a difficult time
counting sixteenth notes, so I will spend a significant amount of time working with them on
this topic.

What do these data mean for instruction for the Focus Students during the unit?

I will examine the most prevalent errors in my focus students and I will make sure those
topics are covered both in the full group setting and with them during individual intervention.

Formative Assessment:
How did the data from these formative assessments impact learning during the unit?
(Hint: Compare these to the pre-test data for the aligned objectives. What adjusments might
need to be made?)
One example is that I noticed students consistently had issues with dotted quarter notes. I
adjusted the plans for the rest of the unit to include more with dotted notes in order to
combat this issue.
How did the data from these formative assessments impact Focus Student Learning
during the unit?
After reviewing which answers the focus students got correct and incorrect, I was able to
differentiate my individual intervention with them and focus on their problem areas.

Post-Assessment Data

What does these data mean for learning during the unit?

78% of the class meet the minimum goal, so that means the class as a whole is considered to
have completed the unit and is able to move on to the next unit.
What does these data mean for learning for the Focus Students during the unit?

While neither focus student meet the unit goals, they achieved significant improvement and
will continue to require individual intervention to ensure they are able to meet the
standards of their class.
For future instruction, what have you learned about how students learn and the
effectiveness of your instructional style? What would you change, if anything?

In the future, I need to make my examples and instructions on the tests clearer. There were
many students that were initially confused by instructions, and I can do more as a teacher to
make the instructions and examples clearer. I can also make the test shorter so students do
not have to take a significant portion of class time completing the tests.
 Self-Evaluation of the Instructional Unit

Name: ___________Brandon Wells_____School: _____Indian Hills Middle_____________________

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 objectives students were most successful with were understanding the basic process for
counting rhythms and identifying types of notes and rests. They were successful with these objectives
because they were responsive to guiding questions on these topics and displayed proficiency with these
objectives based on their final scores. I also ran them through numerous rhythm activities where they
displayed proficiency with identifying different types of rhythms and their durations.

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?

The learning objectives students were least successful with were performing correct rhythms in their
concert music and understanding the relationship between different types of notes and rests. Neither of
these were bad, but they needed the most improvement. Students have difficulty making connections
between rhythms in their assignments and in their music, even when I purposely used rhythms from their
music in their assignments. While this improved by the end of the unit, I need to continue to work with
the students on making those connections and not seeing them as new concepts just because they are in a
different place. I would always point out when we saw rhythms in multiple places and while many
students understood, I would notice many who continued to not make those connections. In the future, I
will try to help my students make those connections by working with rhythms with their concert music
present and available so they can directly see the rhythms in multiple places. I believe this would be
helpful for my focus students to see this as well.

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 always shared the tests and assignments with the students for them to make corrections and use as a
future resource. I always went over the data with them and discussed frequently missed questions and
rhythms. During parent-teacher conferences, I met with parents and explained to them my role in the
classroom and my goals for their students during my time there. I worked with my cooperating teacher
and other teachers in the district to share lesson plans for feedback, ask questions about my pedagogy and
instructional strategies, as well as asking professionals for their ideas and ideals in regards to teaching so I
can learn from them.
 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?

A big focus for the school I was at was dedicated time during the beginning of the day to work on
assignments and ask teachers for individual help. I approve of this because it gives students a dedicated
time to receive help and complete assignments that reduces their stress. While I was not often there during
the morning due to commitments at other schools, I always made time for students during class and after
school for individualized help when needed.

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.

Professional development I am interested in relates to music technology, which I know little about, and
classroom management styles, which I feel relatively comfortable with but am interested in expanding my
knowledge on. I would like further development in these areas to improve the quality of education my
students receive.