Will consist of 3 parts.

The first part will be a matching section, where students Preassessment: match the corresponding notes and rests. The second part will contain fill in the blank questions to identify note names and values. Students will also be asked to notate rhythms in 4/4 time in the third section. Explain the specific Explain adaptation(s) rationale made for for Students A choosing and B OR this why no assessment adaptation(s) are needed Describe specific student results and how those results will impact the unit plan

Describe the pre-assessment used

Which objectives does this assessment address?

Identify how the assessment will be scored

The preassessment was in the form of a paper and pencil test. There were matching and fill in the blank questions to identify note names and values. The test will also include notation portion in simple meter.

This assessment tests what I want the students to learn during this unit.

Student A: He was given the option to take part of the test verbally due to his tendencies to get distracted during independent work time. Student B: no modifications given

Most of the students could identify the values of quarter notes This and eighth assessment notes. But will be identifying, the scored in rest of the three parts. notes were few The and far matching between. The section will Again, the preassessment be worth 10 notes that addresses 3 of points. The students could the 4 unit fill in the correctly match objectives. blank portion were quarter will be worth and eighth 10 points notes and the and the notation portion notation most students section will left blank due be worth 10 to confusion. points. This tells me that teaching this unit will be beneficial. I now know that I need to review

the notes and there values constantly for the students to be successful in the final project. Students A and B both scored significantly low on the preassessment.

Formative Assessment (formal/informal) Informal- asking questions to the class about the values of notes and rests. What are the note names? How many beats are in a quarter note? Etc.

Formal- Each student will be asked to write their name on a sticky note. They will determine the number of syllables and then write a rhythm for their name. For example: Erin (has 2 syllables) The rhythm written could be half note& quarter. Each student will be asked to hand in their sticky note as their exit ticket. Criterion-referenced: students using previous knowledge and applying it to new activities. Informal Assessment: observing students identify the appropriate vocabulary words.

Criterion-referenced: students using their previous knowledge and adding the layer of vocabulary.

Formal Assessment: Students will complete pumpkin rhythms and I will collect them to see which students are not understanding the concept. Informal Formative: asking the class about note values and if they accurately fit into 4/4 time.

Informal Observation: Individual students will be asked to compose rhythmic passages.

Informal Assessment: done by the students creating the posters using persuasive vocabulary. Formal Assessment: done by collecting each students completed worksheet to see where the groups are on understanding note values and simple meter.

Informal assessment: done by walking around the room seeing students work on an individual basis. Formal Assessment: using a checklist to assess the group performances. The summative assessment will be a combination of the performance assessment and an exact copy of the pretest. This will show if the students learned the information of not and give me a clear idea of the areas that need re-teaching. It will also give me a clear idea of which parts of this unit need to be adjusted to create more student success. The summative assessment will include all of the unit objectives.

Table 2.4.1 Unit Assessment Design Table (limited to 2 pages)

Describe the assessment to be used

Explain rationale for choosing this assessment

Explain the specific adaptation(s) Which Identify how made for objectives the Students A does this assessment and B OR assessment will be why no address? scored adaptation(s) are needed Lots of repetitions will be made for Student A and B. Making sure to ask questions to This assessment is not scored. It is simply based on right or wrong answers.

Describe how specific student results will impact the unit plan

Formative Assessment - Informal

The students will answer questions during class.

This is an easy way for me to see which students are gaining the knowledge. It is a quick way to assess the

This addresses objectives 1,2.

I will use this information to see which part of the lesson I need to elaborate on and explain again.

students and they do not even know I am doing it.

both and positively encourage Student B and actively engage Student A.

When, students say the incorrect answer, more explanation and examples are given. The assessment will be scored based on accuracy for the worksheet and compositions pumpkin. 1 point for each correct answer. The poster will be graded on completion. This assessment will be scored in three parts. Students will receive a score on the written test out of 30 points. Students will receive 10 points for their composition and 10

I will be able to tell which notes students are not remembering.

Formative Assessment - Formal

This will happen several ways. In the form of a worksheet, a poster, and a composition pumpkin.

This is a quick way for me to see what I need to spend more time on. It also shows me which concepts to revisit.

Student A and B will be put in a group with stronger students to help them.

Objective 3

These show me if the students are able to apply the knowledge they are learning. This shows me which concepts need to be revisited.

Summative Assessment

Using the preassessment This helps me assessment gauge the will include an students exact copy of growth during the the unit. The preassessment performance and a checklist helps combination of me determine a performance which students checklist. are able to apply the knowledge learned.

Student A will be given the option to take part of the test verbally if he shows signs of starting to get of task.

This assessment addresses all unit objectives.

For Student B, when explaining the checklist, I wrote it on the

The summative assessment will show me the growth of the students knowledge on the subject from the first day of the unit to the last.

board so he had a visual.

points for their performance.

What is the minimum level of performance expected of all students to achieve on the summative assessment? Are any differences in performance expected between the subgroup described in Task 1 and the remainder of the class? Explain.

The minimum level of expectation can be split into three parts. The first is that I do not expect any students to receive less than an 80% on the written portion (preassessment). On the second portion, I do not expect anything less than 90% accuracy. The third portion, I am expecting 80% accuracy on their performances.

I do not expect anything less from the subgroup than I expect from the whole class. The subgroup is made up of musically talented students who are capable of performing the same as the entire class. These students need lots of repetitions and need engaging activities, but they are capable of understanding the concepts. When it comes time for the summative assessment, I expect no less from the subgroup than the rest of the class.