Task 3: Assessment Commentary: Student Grade On Pre-Assessment

K-12 Performing Arts
Task 3: Assessment Commentary
TASK 3: ASSESSMENT COMMENTARY

Respond to the prompts below (no more than 10 single-spaced pages, including prompts) by typing your responses within
the brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be
scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this
file. If you submit a student work sample or feedback as a video or audio clip and you or your focus students cannot be clearly
heard, attach a transcription of the inaudible comments (no more than 2 additional pages) to the end of this file. These pages
do not count toward your page total.
1. Analyzing Student Learning

a. Identify the specific learning objectives measured by the assessment you chose for
analysis.
[The central focus is for students to apply the technique of shifting positions. This
assessment measures the students’ knowledge of fingering in first position and third
position. The following objective is in Lesson 1 and Lesson 3: Students will be able to
perform position exercises with accurate fingering and intonation with a success rate
of 80%. This assessment will indicate if students are using accurate fingering.]
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 Assessment Task 3, Part D.
[
Student Grade on Pre-Assessment
Focus Student 1 100%
Focus Student 2 37%
Focus Student 3 37%
Student 4 93%
Student 5 12%
Average Student Grade: 55%
The following chart shows student growth at the end of Lesson 3 when students took the
assessment again.
Student Grade on Post-Assessment
Focus Student 3 96%
Student 4 100%
Student 5 18%
Average Student Grade: 82% ]

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 applying the following within music/dance/theater:
 knowledge/skills (e.g., tools/instruments, technical proficiencies, processes,
elements, organizational principles)
 contextual understandings (e.g., social, cultural, historical, personal reflection)
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 artistic expression (e.g., interpretation, creativity, exploration/improvisation, individual

choices)
Consider what students understand and do well, and where they continue to struggle
(e.g., common errors, weaknesses, confusions, need for greater challenge).
[Students have confidence in their knowledge of first position fingering and note
names. Every student received points in the first section. However, not every student
had the knowledge of third position fingering and note names. Student 1, as shown in
the work sample, and student 4 have the knowledge and technical proficiencies of
shifting, as they received high or perfect scores in this assessment. Student 2 and
Student 3 understood that the note names went alphabetically starting with the first
finger, but weren’t sure of which note to start on. Student 2 thought that third position
starts on B on the D string, and student 3 thought that third position starts on D# on
the D string. The correct note is G. When asked to write in the third position fingering
on the second page, Student 2 and Student 3 drew back on what they are confident
in, and wrote first position fingering instead of third. Some students were unsure of
where third position begins on the fingerboard. By Lesson 3, students have grown
immensely in skill and knowledge, and are able to demonstrate their understanding of
third position.]
d. If a video or audio work sample occurs in a group context (e.g., discussion), provide the
name of the clip and clearly describe how the scorer can identify the focus student(s)
(e.g., position, physical description) whose work is portrayed.
[N/A]
2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback to support your explanations.
a. Identify the format in which you submitted your evidence of feedback for the
3 focus students. (Delete choices that do not apply.)
 Written directly on work samples or in separate documents that were provided to the
focus students
[Feedback occurred directly on the student’s assessment.]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
[For Student 1, I addressed that their work was well done and correct, and then posed
a question to think about. I then gave instructions to work on fourth and fifth position
exercises because it was evident that this student has mastered third position. This
student is a very strong musician and learns very quickly. In my feedback I push this
student along to the next step that will be more challenging. The student will still be
working toward the objectives of performing in positions with accurate fingering and
intonation, but will work on more specific individual needs catered to their strengths
and abilities. For Student 2, I acknowledge the student’s strength of labeling first
position, and pose him to think about/redo the fingering on the back page with
knowledge that the first note of the section is a first finger. I believe that this student
would be able to complete the assessment successfully with knowing where to start.
On the second section I ask the student “What made you decide that the first note is
B?” I want the student to think about why they chose the sixth note from the open
string instead of the third note. Similar feedback is given to Student 3 in the second
section. I ask what prompted the student to label first finger as D#. In the first section
I provide positive reinforcement and affirmation because this student has worked
very hard in building their musical knowledge and finger skills.]
c. Describe how you will support each focus student to understand and use this feedback
to further their learning related to learning objectives, either within the learning segment
or at a later time.
[After the students receive feedback, I continue to support them in this learning
process by working with each of them individually. After presenting the content and
components in an overview of shifting to the whole group in Lesson 1, I spend time
with each student as they practice during independent time. I work with them in their
development throughout each lesson. Evidence of how I support each focus student
is provided in Task 2. In the second clip I spend time with Student 2 and Student 3 as
they build their shifting skills and understand third position fingering. I work with
Student 1 on developing fluidity from first position, third position, and fifth position.]
3. Evidence of Language Understanding and Use
When responding to the prompt below, use concrete examples from the clip(s) and/or
student work samples as evidence. Evidence from the clip(s) may focus on one or more
students.
You may provide evidence of students’ language use from ONE, TWO, OR ALL THREE
of the following sources:
1. Use video clips from Instruction Task 2 and provide time-stamp references for
evidence of language use.
2. Submit an additional video file named “Language Use” of no more than 5
minutes in length and cite language use (this can be footage of one or more
students’ language use). Submit the clip in Assessment Task 3, Part B.
3. Use the student work samples analyzed in Assessment Task 3 and cite
language use.
a. Explain and provide concrete examples for the extent to which your students were able
to use the
 selected language function
 vocabulary/symbols, AND
 syntax or discourse
to develop content understandings.
[Evidence of students using the selected language function of comparing is found in
section 1 and section 2 of the assessment when students compare first position
fingering to third position fingering on the D string. Vocabulary such as first position,
third position, shifting, and fingering are found on the written assessment. Around
2:50 in the first clip from Task 2, evidence is shown of students engaging in
discourse to develop content understanding and compare positions.]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1b–c, describe next
steps for instruction to impact student learning:
 For the whole class
 For the 3 focus students and other individuals/groups with specific needs
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[The next steps for instruction to impact student learning for the whole class will be
to review shifting in scales as an ensemble, as there is still some confusion regarding
when to shift. Students will get time to practice individually, and then will play scales
together. Student 1 will continue to be pushed into higher challenges at an
appropriate pace. For students 2 and 3, there should be more practice and repetition
embedded in the learning, and they should receive more verbal feedback from me
during their independent time.]
b. Explain how these next steps follow from your analysis of students’ learning. Support
your explanation with principles from research and/or theory.
[Because many of the students are primarily kinesthetic learners, it would be best for
them to review by practicing and learning by doing. They show immense progress
when they get to play on their instruments and have the hands-on experience. The
students get visual learning through the visual aids and finger charts, and by
watching different models, and receive auditory learning by listening and discussing.
This supports their learning, but the next steps of practicing will be crucial in guiding
them to take the technical proficiencies and principles into doing and performing.]
Shifting Assessment
Write the string names of your instrument on the lines below. Then write the
fingering and note names for I position on the D string in the circles.
_____ _____ _____ _____
Write the string names of your instrument on the lines below. Then write the
fingering and note names for III position on the D string in the circles. (Double
bass: Only write in the first three notes)
_____ _____ _____ _____
Write in the fingering for your instrument in the position(s) given. Violin, viola, and
cello will use III position. Double bass will use III-V position.

Task 3: Assessment Commentary: Student Grade On Pre-Assessment

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K-12 Performing Arts

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

1. Analyzing Student Learning

Average Student Grade: 55%

Average Student Grade: 82% ]

 artistic expression (e.g., interpretation, creativity, exploration/improvisation, individual

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