Formative Assessment Packet Formative Music Educators .
5Formative Assessment PacketMusic EducatorsToolboxFormativeAssessmentTeacher WorksheetFor each musical concept, there are several formative assessments, one corresponding rubric, and one teacher record sheet.Concepts addressed in the formative assessments include seven musical elements: rhythm and meter, form and design, dynamics,tempo, articulation, pitch, and performing. Select formative assessments also include Student Worksheets.Using the Formative AssessmentsThe Formative Assessments have been designed so that each includes the following: Performing, responding, and creating tasks Solo, small-group, and whole-group work Varied modalities for different learning styles A scaffold of each musical concept to its Summative Assessment taskPlease note: In order for these assessments to be formative, teachers should facilitate each task in a way that gives students both taskperformance feedback and the opportunity for revision.KeScope of Musical Concepts in the Grade 5 Formative AssessmentsRhythm and MeterForm andDesignSimple MetersTheme andVariationsCompound MetersPopular-SongFormoExpressive QualitiesDynamicsTempoArticulationContinue to applyand develop priorknowledge.Continue to applyand develop priorknowledge andexplore additionalchosen tempomarkings.Continue to applyand develop priorknowledge and exploreadditional chosenarticulation markings.Continue to apply and developprior knowledge.This resource is part of Carnegie Hall’s Music Educators Toolbox (carnegiehall.org/toolbox). 2014 The Carnegie Hall CorporationPitchB b& 44Sharps and FlatsKey Signaturesb&bb·b&bb·Performing·Performingwith Dynamics····Except where otherwise noted, this work is licensed 3.0/·
Expressive QualitiesMusic Educators(Dynamics)ToolboxPianissimo ppPiano pForte fFortissimo ffAGroup Responding Task:Students use the StudentWorksheets to review dynamicvocabulary, then listen to musicalexcerpts and move to demonstratepianissimo, piano, mezzo-piano,mezzo-forte, forte, fortissimo,crescendo, or decrescendo,responding when dynamic changesare heard.BSolo/GroupPerforming Task:Students sing a known songfollowing given dynamic markingsor signals. Teacher gives feedback,and students revise theirperformance.Group Responding Task:5FormativeAssessmentTeacher WorksheetMezzo-Piano mpCrescendoCSolo/Group Creatingand Performing Task:Students apply dynamic markingsfrom the choices listed above intoa known song and conduct, sing, orplay accordingly.Students reflect on their choicesand responses to dynamic changes.Mezzo-Forte mfDecrescendoSummative AssessmentTask 4Identify Tempo, Dynamics,Articulation, Mode, Form, andInstrumentationStudents listen to a musical excerptand then use the Student Worksheetto select the corresponding tempo,dynamics, articulation, mode (majoror minor), form, and instrumentationthat they hear.Students listen to musicalexcerpts and complete the StudentWorksheet with the dynamic(s) andinstruments that they hear.This resource is part of Carnegie Hall’s Music Educators Toolbox (carnegiehall.org/toolbox). 2014 The Carnegie Hall CorporationExcept where otherwise noted, this work is licensed 3.0/
Music EducatorsToolboxRubricCreate, Respondto, or rteForteFortissimoCrescendoDecrescendo5Expressive Qualities(Dynamics)Teacher Worksheet4Standing Ovation3Stage Ready2Practice, Practice,PracticeCreates, respondsto, or performsdynamicsaccurately andwithout hesitation.Creates, respondsto, or performsdynamics withhesitation andsome inaccuracies.Creates, responds to,or performs dynamicsinaccurately most ofthe time, but may beaccurate occasionally.Class:Student NameThis resource is part of Carnegie Hall’s Music Educators Toolbox(carnegiehall.org/toolbox). 2014 The Carnegie Hall CorporationABCFormativeAssessment1Try AgainDoes not create,respond to, orperform dynamics.NotesExcept where otherwise noted, this work is licensed 3.0/
5Expressive QualitiesMusic smentStudent WorksheetClass:Look at the dynamic vocabulary words and symbols below. Write the words and symbols in thecorrect order from softest to loudest in the spaces below the crescendo.Forte fPianissimo ppMezzo-Forte mfFortissimo ffPiano pMezzo-Piano mpThis resource is part of Carnegie Hall’s Music Educators Toolbox (carnegiehall.org/toolbox). 2014 The Carnegie Hall CorporationExcept where otherwise noted, this work is licensed 3.0/
5Expressive QualitiesMusic smentStudent WorksheetClass:Look at the dynamic vocabulary words and symbols below. Write the words and symbols in thecorrect order from loudest to softest in the spaces below the decrescendo.Forte fPianissimo ppMezzo-Forte mfFortissimo ffPiano pMezzo-Piano mpThis resource is part of Carnegie Hall’s Music Educators Toolbox (carnegiehall.org/toolbox). 2014 The Carnegie Hall CorporationExcept where otherwise noted, this work is licensed 3.0/
5Expressive QualitiesMusic Student WorksheetDate:Class:As you listen to the musical excerpts, complete the following sentences to describe theinstruments and dynamics that you hear.1I heard a(n)and a(n)2I heard a(n)and a(n)3I heard a(n)and MENTINSTRUMENTThis resource is part of Carnegie Hall’s Music Educators Toolbox (carnegiehall.org/toolbox). 2014 The Carnegie Hall DYNAMICDYNAMIC.DYNAMICDYNAMIC.Except where otherwise noted, this work is licensed 3.0/
tempo, articulation, pitch, and performing. Select formative assessments also include Student Worksheets. Using the Formative Assessments The Formative Assessments have been designed so that each includes the following: Performing, responding, and
--1-- Embedded Formative Assessment By Dylan Wiliam _ Study Guide This study guide is a companion to the book Embedded Formative Assessment by Dylan Wiliam. Embedded Formative Assessment outlines what formative assessment is, what it is not, and presents the five key strategies of formative assessment for teachers to incorporate into their
Performance Assessment Score Feedback Formative 1 Date . Formative 2 Date : Formative 3 Date . Formative 4 Date : Formative 5 Date . Formative 6 Date : Summative Date Implements learning activities aligned to chosen standards and incorporates embedded formative assessment. Clearly conveys objectives in student-friendly language so that the
assessment. In addition, several other educational assessment terms are defined: diagnostic assessment, curriculum-embedded assessment, universal screening assessment, and progress-monitoring assessment. I. FORMATIVE ASSESSMENT . The FAST SCASS definition of formative assessment developed in 2006 is “Formative assessment is a process used
Formative Assessment Best Practices Part I H Gary Cook, Ph.D., WIDA Consortium Elluminate Session, Pennsylvania Department of Education April 28, 2009 WIDA Consortium ELL Formative Assessment 2 Overview Definitions Balanced Assessment Systems Formative Assessment Best Practices ELL Formative Assessment 3 Definitions
assessment professional learning system. They are stepping stones along the path. Part I. Learn About Formative Assessment 1.1 Inventory your comprehensive assessment system. 1.2 Clear up misconceptions about formative assessment. Part II. Plan For Formative Assessment 2.1 Identify elements of formative practice that you do well and those you
FORMATIVE ASSESSMENT Formative assessment is any assessment that is used to improve teaching and learning. Assessment is a three-step process by which evidence is collected, interpreted and used. Best-practice formative assessment uses a rigorous approach in which each step of the
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Waves API 550 User Manual - 3 - 1.2 Product Overview . The Waves API 550 consists of the API 550A, a 3-Band parametric equalizer with 5 fixed cutoff points per band and the API 550B, a 4-Band parametric equalizer with 7 fixed cutoff points per band. Modeled on the late 1960’s legend, the API 550A EQ delivers a sound that has been a hallmark of high end studios for decades. It provides .
