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26.A.3d Music: Read and interpret traditional music notation in a varied repertoire
26.A.2c Music: Classify musical sound sources into groups (e.g., instrumental families,
vocal ranges, solo/ensembles).
26.A.4d Music: Demonstrate the ability to read written notation for a vocal or
instrumental part.
26.B.3c Music: Sing or play with expression and accuracy a variety of music
representing diverse cultures and styles.
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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 Task 3, Part D.
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Almost every (54/56) student completed the assignment given to them at the end of the learning
segment. Since the questions were open ended there were a variety of responses. About 10 of
the students responded in complete sentences, 30 responded with at least a half a dozen words
per question, and the remaining answered with one word per question. All but 2 students
answered every question and earned full credit. The other two students each missed one
question by not completing it.
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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 creating, performing, or responding to music/dance/theater
by applying
Performing Arts
Task 3: Assessment Commentary
All students answered the questions using correct terminology, but they did not always use the
language demands of the music curriculum. Often times students would answer play louder
and softer instead of using the words dynamics, forte or piano. The concepts are
understood, but language demands are not quite there for about half of the students. Student 1
is a gifted student and grabbed on to the language demands very well, as did Student 2.
Student 3 is a struggling reader and has gaps in knowledge, but understands the general
concepts, and expresses his thoughts through the words he knows.
Students were very honest with themselves when asked to reflect personally. They all found that
the same trouble spot (one of which I had identified) was still a trouble spot for most of them. If
they specifically didnt have the trouble part, they could identify that those who did were still
struggling.
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2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback to support your explanations.
a. In what form did you submit your evidence of feedback for the 3 focus students? (Delete
choices that do not apply.)
Performing Arts
Task 3: Assessment Commentary
You may provide evidence of students language use from ONE, TWO, OR ALL THREE
of the following sources:
1. Use video clips from Task 2 and provide time-stamp references for language use.
2. Submit an additional video file named Language Use of no more than 5 minutes in
length and provide time-stamp references for student language use (this can be
footage of one or more students language use). Submit the clip in Task 3, Part B.
3. Use the student work samples analyzed in Task 3 and cite language use.
When responding to the prompt below, use concrete examples from the clips (using timestamp references) and/or student work samples as evidence. Evidence from the clips may
focus on one or more students.
a. Explain and provide evidence for the extent to which your students were able to use or
struggled to use language (selected function, vocabulary, and additional identified
demands from Task 1) to develop content understandings?
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As seen in the provided student work examples, some students grasped the language demands
and functions, others did not, but understood the concepts behind them.
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4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1bc, describe next
steps for instruction