performance rubrics

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  • Teacher Assessment Rubrics! Overview!!!

    Teacher assessment rubrics provide a fast, concrete formative assessment to be used in preparation for summative formal assessments. The rubrics attempt to create clear, observable student outcomes that can be easily identified by both student and teacher.!!

    TEACHER CHECKLIST RUBRICS !!Rubrics to check for understanding are an invaluable tool to evaluate student understanding of basic concepts. Because choral classes are often large, it is often impracticable, if not impossible to evaluate an entire class in one rehearsal. The checklists provided are simple yes/no evaluators. When evaluated the student either receives full credit for the item or no credit. Some tips for success with the checklists:!

    1. Pre-print the rubrics and have names of each student on the rubric before the assessment period. This can be done by simply writing names, or by creating a sheet of computer labels that can be printed and placed on the rubrics anytime they are needed during the school year. It is helpful to have something to store rubrics in so they are ready to be used during class (an index card box works well)!

    2. Set a period in which students will all be evaluated on a rubric (1 week, 3 days, etc). Know how many students will need to be evaluated during each rehearsal in order to stay on schedule.!

    3. Randomly select the desired number of assessments before class and have them out and ready. It is important that the students be assessed randomly rather than choosing to assess a student when they are caught doing something wrong. This will provide a more accurate representation of the students performance.!

    4. When assessing a student simply mark a check (yes) or x (no). For grading purposes divide the total number of points you would like to assign to the rubric by the number of observable traits. (A 100 point assessment with 4 points will receive a grade of 0, 25, 50, 75, or 100)!

    5. Be sure students are allowed to see the rubric and their grade after assessment. The rubrics will only be effective if students receive this feedback and have the opportunity to self-correct before the next assessment.!

    6. THE GOAL IS MASTERY - Feel free to re-assess and replace grades as needed.!!In addition to the provided rubrics, a blank form has been provided for the creation of rubrics specific to your classroom instruction.!!MUSIC READING RUBRICS!Music reading rubrics are designed to provide quick assessment of reading skills and provide students feedback about their performance. Use a highlighter (or just circle) to mark the level of measurement that best describes the skill. !!! Rhythm Reading Rubric !

    Designed for testing rhythm skills alone using flashcards or any rhythmic reading line. Can be used with Kodaly rhythm syllables, or by counting numbers.!

    !! Melodic Reading Rubric!!! ! Designed for testing melodic reading skills using solfege!!! Sight-Singing Rubric Sample!

    An advanced sight-reading rubric with an area for quick feedback to return to students. This is included as an example and for use for those wanting to do more intense sight-reading assessment!!

    ! PERFORMANCE RUBRICS !The performance rubrics included are samples that were developed for a middle school testing system over 4 nine weeks of instruction with increasingly demanding elements. These should serve as samples for what might work in your own curriculum. !Mock Audition Rubric!This is a sample of a grading and feedback rubric I use to listen to cuts of music before region / all-state auditions! !!

    CONCERT EVALUATION DOCUMENTS!Individual Dress Rehearsal / Performance Assessment!This was developed to teach concert etiquette expectations. This can be completed by the teacher, but I often have students complete this self evaluation after a rehearsal / performance. !Winter Concert Written Assignment!This is a sample document created with our high school English Department to help students prepare for the STARR Writing sample. This should be completed in two class periods allowing the teacher to examine the planning document and give the student feedback before forming the actual written response.

  • Name:____________________!!Class: ____________________!!

    !! ! ! ! ! !!

    TOTAL GRADE:! _____!

    1. In seat when the tardy bell rings

    2. No personal items at seat

    3. Has assigned music and folder

    4. Has pencil

    Name:____________________!!Class: ____________________!!

    !! ! ! ! ! !!

    TOTAL GRADE:! _____!

    1. In seat when the tardy bell rings

    2. No personal items at seat

    3. Has assigned music and folder

    4. Has pencil

    Name:____________________!!Class: ____________________!!

    !! ! ! ! ! !!

    TOTAL GRADE:! _____!

    1. In seat when the tardy bell rings

    2. No personal items at seat

    3. Has assigned music and folder

    4. Has pencil

    Name:____________________!!Class: ____________________!!

    !! ! ! ! ! !!

    TOTAL GRADE:! _____!

    1. In seat when the tardy bell rings

    2. No personal items at seat

    3. Has assigned music and folder

    4. Has pencil

    Classroom Procedure RubricClassroom Procedure Rubric

    Classroom Procedure RubricClassroom Procedure Rubric

  • Name:____________________!Class: ____________________!!

    !! ! ! ! ! !!

    TOTAL GRADE:! _____!

    1. When seated feet are flat on the floor & back is away from chair, when standing feet are shoulder width apart with weight evenly distributed

    2. If using music it is held at an appropriate level, if singing memorized arms are relaxed at sides

    3. Torso is erect and and ribcage is expanded

    4. Head is upright and neck is aligned

    Singing Posture Checklist

    Name:____________________!Class: ____________________!!

    !! ! ! ! ! !!

    TOTAL GRADE:! _____!

    1. When seated feet are flat on the floor & back is away from chair, when standing feet are shoulder width apart with weight evenly distributed

    2. If using music it is held at an appropriate level, if singing memorized arms are relaxed at sides

    3. Torso is erect and and ribcage is expanded

    4. Head is upright and neck is aligned

    Name:____________________!Class: ____________________!!

    !! ! ! ! ! !!

    TOTAL GRADE:! _____!

    1. When seated feet are flat on the floor & back is away from chair, when standing feet are shoulder width apart with weight evenly distributed

    2. If using music it is held at an appropriate level, if singing memorized arms are relaxed at sides

    3. Torso is erect and and ribcage is expanded

    4. Head is upright and neck is aligned

    Name:____________________!Class: ____________________!!

    !! ! ! ! ! !!

    TOTAL GRADE:! _____!

    1. When seated feet are flat on the floor & back is away from chair, when standing feet are shoulder width apart with weight evenly distributed

    2. If using music it is held at an appropriate level, if singing memorized arms are relaxed at sides

    3. Torso is erect and and ribcage is expanded

    4. Head is upright and neck is aligned

    Singing Posture Checklist

    Singing Posture Checklist Singing Posture Checklist

  • Name:____________________!!Class: ____________________!!

    !! ! ! ! ! !!

    1. Rib cage high and expanded

    2. No clavicular (shoulder) movement on inhalation

    3. Abdominal expansion on inhalation

    4. Sustained breath flow without collapse of ribcage on exhalation

    Diaphragmatic Breathing Checklist

    Name:____________________!!Class: ____________________!!

    !! ! ! ! ! !!

    1. Rib cage high and expanded

    2. No clavicular (shoulder) movement on inhalation

    3. Abdominal expansion on inhalation

    4. Sustained breath flow without collapse of ribcage on exhalation

    Name:____________________!!Class: ____________________!!

    !! ! ! ! ! !!

    1. Rib cage high and expanded

    2. No clavicular (shoulder) movement on inhalation

    3. Abdominal expansion on inhalation

    4. Sustained breath flow without collapse of ribcage on exhalation

    Name:____________________!!Class: ____________________!!

    !! ! ! ! ! !!

    1. Rib cage high and expanded

    2. No clavicular (shoulder) movement on inhalation

    3. Abdominal expansion on inhalation

    4. Sustained breath flow without collapse of ribcage on exhalation

    Diaphragmatic Breathing Checklist

    Diaphragmatic Breathing Checklist Diaphragmatic Breathing Checklist

  • Name:____________________!!!!

    !! ! ! ! ! !!

    1. Student is attempting to sing

    2. Student is standing or sitting with correct posture

    3. Student is visually forming proper vowel shapes for singing

    4. Student is focused on the directors instructions

    Classroom Performance Checklist

    Name:____________________!!!!

    !! ! ! ! ! !!

    1. Student is attempting to sing

    2. Student is standing or sitting with correct posture

    3. Student is visually forming proper vowel shapes for singing

    4. Student is focused on the directors instructions

    Name:____________________!!!!

    !! ! ! ! ! !!

    1. Student is attempting to sing

    2. Student is standing or sitting with correct posture

    3. Student is visually forming proper vowel shapes for singing

    4. Student is focused on the directors instructions

    Name:____________________!!!!

    !! ! ! ! ! !!

    1. Student is attempting to sing

    2. Student is standing or sitting with correct posture

    3. Student is visually forming proper vowel shapes for singing

    4. Student is focused on the directors instructions

    Classroom Performance Checklist

    Classroom Performance Checklist Classroom Performance Checklist

  • Name:____

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