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Assessment Plan of Perry Hall High School Guitar By Dan Larsen Towson University
Assessment Plan of Perry Hall High School Guitar
By Dan Larsen
Towson University
Assessment Plan 2
Assessment Plan of Perry Hall High School Guitar
Context and Culture
Perry Hall High School is considered to have one of the premiere music programs
in Baltimore County. Of the 2, 263 students enrolled at Perry Hall, approximately 750
students are enrolled in music courses which accounts for a third of the student
population. Currently, six teachers provide the music instruction for all enrolled students
which averages 125 students per music teacher. Of those six teachers, one holds a
masters degree in music education, and has been teaching for all ten years of their career
at Perry Hall. Two of the teachers have completed post-bachelor credits required for
masters equivalent pay. Of those two teachers, one has been teaching for all eight years
of their career at Perry Hall, and the other for all five years of their career at Perry Hall.
The remaining three music teachers hold bachelors degrees. Of those three, one has been
teaching for all three years of their career at Perry Hall, and one teacher has been
teaching two years, one at another school and one at Perry Hall. The third teacher , the
department chair, has been at Perry Hall for twelve years. Prior to that, they taught in the
Virginia State Public School System and in a New York state public school system. All
the music teachers at Perry Hall are White and middle-class. The student population of
music students served is 69% White, 19% African-American, 10% Asian, and 2%
Hispanic.
Professional development for music teachers in Baltimore County is implemented
county-wide for all teachers on one day a year in the fall at a Baltimore County high
school. In past years, teachers have been tracked by three categories for professional
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development courses which are vocal, instrumental, or general. For the 2010-11 school
year, the professional development plan was re-structured to allow for vertical team
strategies. Although teachers were still tracked by the previous three categories, they
were sub-divided by grade level within each group. This grade level sub-division was
created to allow for the vertical teaming process but did not further separate teachers into
more groups. The professional development strategy included an opening forum for
meeting and greeting of teachers within similar fields such as vocal, instrumental, and
general, but across grade levels such as elementary, middle, and high school. Although
teachers of different grade levels have independently collaborated before, this was an
attempt at providing structure to the process and therefore promoting system-wide
collaboration. The second stage of the professional development included one course on
literature across grade levels, and then two more courses more specific to professional
fields. Music teachers were expected to follow through with given strategies based on
self motivation. Although there is a strong will to include follow-up to professional
development, it is not currently practiced among all fields system-wide.
There is a great capacity to develop collaboration among staff members at Perry
Hall High School and all music teachers in Baltimore County. To give credit to the
music office and music teachers in the county, I have been able to witness an
immeasurable amount of collaboration. Through conversation and email dialogue it is
very apparent that vocal and instrumental teachers rely upon each other to share
instruments, musical ideas, observation, and sheet music. On a weekly basis, I’ve
witnessed emails requesting or offering such items. The format is casual since it is
contingent upon the good faith of the music office and music teachers to keep the chain
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of emails and conversations alive. An open source database would help serve the needs
of teachers in this area and provide more efficiency to inquiry and confirmation.
I’ve witnessed first hand the capacity to continue professional development and
collaboration among guitar teachers in Baltimore County. Through discussion at the
latest professional development day, as choral and instrumental teachers were involved in
field specific activities, guitar teachers were able to meet and discuss their own content
area. The meeting included a proposal to standardize the guitar curriculum according to
Standard, Honors, and GT levels. A plan was devised to develop a Baltimore County
Guitar Wiki. The wiki would present facts about the current state of the guitar
curriculum, propose changes, and also house helpful tools such as lesson plans, repertoire,
and a “bag of tricks” depository to share fresh ideas. The wiki has since been developed
and posted through Baltimore County policy. Two follow up meetings were held to
discuss progress and adjustments to the wiki. After the second meeting, the wiki was
advertised to all music teachers who teach guitar in Baltimore County. A professional
development activity is also planned for the future to include an introduction to the wiki,
instructions on how to use it, and solicitation for new content. To date, an addendum to
the Baltimore County Guitar Curriculum has been established. The addendum includes
suggested activities to support the current curriculum comprised of song charts.
Clear Learning Targets
Additional activities to support assessment of the Baltimore County Guitar
Curriculum will help to maintain accountability and improve achievement. This should
include the development of learning targets to establish clear goals for teachers and
students. The format for such learning targets begins with the development of “Learning
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Progressions” as suggested by W. James Popham (2008) in “Transformative Assessment”.
Popham states, “Learning progressions, in an almost literal sense, become the maps that
provide guidance on how best to carry out formative assessment” (2008, p. 29). The idea
is to visually illustrate the progression of a student’s learning step by step. For example,
Pophem’s model can be applied to two learning progressions for a guitar project as
presented in Appendix A.
Aligning Assessments to Learning Targets
Assessments that directly align to learning targets are a key factor in providing
relevant feedback for teachers and students. Assessments that are directly aligned to
learning targets gauge learned content and provide a means for scaffolding new learning.
Appendix B is an example of different types of assessments that are aligned with learning
targets in Appendix A. Each learning target from both learning progressions in Appendix
A is supported by one assessment in Appendix B.
Student Involvement
Involving students in the assessment process promotes ownership and
responsibility. It also engages students with curriculum content at a higher level. There
are many ways to include students such as peer assessment and self assessment. The
format can be an outline, proposal, conversation, point system, matrix, rubric, and many
more possibilities. Examples of student involvement can be seen in Appendix C.
Example 1 illustrates a guide students can use to format their own project. This outline
format is used for students to construct a proposal that is approved by the teacher, and
then discussed and finalized before beginning the project. It provides a means for setting
goals and choosing types of assessments to evaluate their own work. Example 2
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illustrates self assessment of their own performance and provides a means for students to
reflect on their own learning. Example 3 illustrates peer assessment of performances of
others and provides a means for students to share their learning with others. Example 4
illustrates student tracking of learning by self assessment and tracking the learning of
others by peer assessment. Finally, Example 5 illustrates the process for students to
design assessments and/or scoring tools. This particular example was designed by
students as a whole class discussion of the elements evident in a successful performance.
The format for this example is also provided courtesy of Mr. Brian Dickerson, Guitar
Teacher at Dulaney High School.
Monitoring and Grading
Providing students with feedback as learning continues further supports alignment
with learning targets. This includes the tracking of data as students submit assessments
such as the examples from Appendix A and B, as well as student work such as examples
from Appendix C. Assessment 1 from Appendix A can be graded by quick interview as a
means to proceed to the next step of a lesson. For example, students can be allowed to
obtain their guitars after presenting the work from Assessment 1 and receiving verbal
feedback on necessary changes. Students can remain with the teacher or return to their
seats to complete the work correctly. Assessment 2 and 3, as well as the Final
Assessment from Appendix A can be graded by point system. Assessments 2 and 3 can
be administered via exit ticket, and the Final Assessment as a written test. Students can
be awarded one point for each proper notation.
Assessment 1, 2, and 3 from Appendix B can be graded in the same style as
Assessment 1 from Appendix A, the quick interview. Assessment 4, 5, and 6 from
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Appendix B can also be graded by point system via exit ticket. The Final Assessment
from Appendix B should be graded using a scoring tool or rubric. It is beneficial to
include students in the developmental process for the scoring tool and rubric as well.
Grades from all the assessments should apply to different percentages of the
overall student grade. One example of a breakdown that fulfills Baltimore County Policy
includes four categories. This includes a 50% classwork component which is further
broken down to two parts, 35% participation and 15% quizzes. The 35% participation
grade should include items such as exit tickets, self assessments, peer assessments, and
all notations. The 15% quiz grade should be assessed several times per quarter in the
form of performance. In this format students will perform for the teacher and receive
verbal feedback on the same categories used for self and peer assessment. This type of
assessment can also be written, such as notation, defining, or chord construction. The
option for a “re-do” quiz is encouraged but also an option for all teachers.
The other half of student grading consists of 40% tests and 10% notebook. The
40% test grade is similar to the quiz grade, but encompasses a deeper application of
knowledge on the part of the student. This should include larger projects and proficiency
testing. Again the format can be a playing test one on one with verbal feedback from the
teacher, or a written test on notation, defining, or chord construction. The 10% notebook
grade should include the use of dividers based on class content or some other
organization designed by the teacher. This type of assessment is open to the discretion of
the teacher, but can include page by page content, neatness, and organization.
Identifying students in need is a partnership between the teacher and student. The
self assessment and peer assessment tools are designed for student participation in
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identifying areas of need. Students should use a combination of self and peer assessment
tools during each quarter. After collecting numerous assessments, a student reflection
response summarizing achievement on each assessment will support student expression
of growth. Notation assessments from Appendix B can all be utilized by teachers to
identify student areas of need by observing point totals. The dialogue process that takes
place after performance assessments is also a very useful tool for teachers to give and
receive feedback on student achievement. It is important that confirmation of a student’s
orientation about their own achievement is established through the post-assessment
dialogue.
Options for students who are underperforming should be made available in order
to increase overall achievement. Students should have clear feedback in and the
availability to improve achievement on assessments. Feedback in the form of verbal
communication after tests and quizzes, written assessments aligned with rubrics, and
identification of selected response items provide a means for students to identify areas of
need for improvement. One option for teachers is to offer “workshop” sessions for
students who have identified areas of need. If utilized wisely, the “workshop” is actually
a tutoring session disguised as a low pressure environment. This can increase student
motivation to seek help.
Grades for all assessments should be recorded in an electronic grade book made
available by Baltimore County Public Schools. This electronic grade book is also made
available for parents and students to view their current grades via Edline and should be
regularly updated by teachers.
Assessment Plan 9
Professional Development
All music teachers in Baltimore County should have access to the assessment
methods and materials previously described. All music teachers should also have basic
training on how to use them. In addition, guitar teachers in Baltimore County should
have intermediate to advanced skills applicable to the same assessment methods and
materials. To support this, time should be set aside for music teachers to meet for a basic
training session and guitar teachers to meet for an intermediate session. These
professional development sessions can take place during the time for annual professional
development.
The basic training can be an abbreviated class time aligned with the structure of
current professional development class times. The format should be a PowerPoint
presentation delivered by an expert guitar teacher. Included in the PowerPoint
presentation should be an introduction to the Guitar Wiki and training session on how to
navigate and use the wiki. A possible structure can include a round robin group cycle
mixed with other PowerPoint presentations in other fields. This will reduce time needed
for presentation and increase content delivered.
The advanced training can take the time of a regular class during professional
development. This session should include paper handouts of assessment materials
aligned with the appendices to this plan, training on how to align and grade similar
assessments, as well as strategies to unpacking curriculum content. The alignment
portion of this training should include the introduction and development of “Learning
Progressions” as presented by Popham (2008). The curriculum portion of this training
should include new materials from the addendum to the BCPS Guitar Curriculum,
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followed by time allowed for interaction between presenters and attendees, as well as
questions and suggestions for further improvement and implementation.
To hold accountability and sustainability, the next portion of the training session
at professional development should include planning methods of reporting by all teachers
in the future. The method and format can be decided by all teachers involved in the
reporting process, but should be specific, measurable, attainable, results-oriented, and
time-bounded, or aligned as SMART goals (Gusky, p. 219). Additional resources that
support the implementation of future reporting include the use of the BCPS Guitar Wiki,
meetings at the BCPS Music Office, site based meetings, co-teaching activities, emails,
and phone calls. An embedded form of co-teaching might include a “sub-swap” for a day,
where teachers of similar classes swap as each others’ sub for the day to gain insight and
perspective. To report back from their experiences, teachers can use the same
communication resources as stated earlier.
The last activity to be carried out at professional development should be a
projected word document of an outline that will be changed on the spot by the group.
The outline will serve as a launching pad for embedded practice of assessment strategies
throughout the year. Teachers should be asked to prepare the first part, “Evaluate Data
and Current Practice”, in order to collect and prepare data for the next meeting.
Additionally, any changes can be made to the outline at this time for the good of the
group. The handout is explained in detail in the next section.
Shaping Culture and Tracking Improvement
Although there is a possibility that great ideas and plans can be made in a short
amount of time during professional development, the follow up needed for sustainability
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of such a change creates a demand for sequential reports by all teachers involved. The
professional day should serve as a launching pad for further development over several
meetings in the time of one year. For the purpose of time and energy, only the first
meeting should be required as a face to face meeting, and all other meetings can be
digital. The last meeting of the year, which shall serve as a means of structuring new
implementation at the next professional day, should also be face to face. The purpose of
for mixing face to face meetings and digital meetings is to help manage time for multiple
participants involved, but also create accountability and multiple formats for providing
input. The following represents an outline that can be used directly or as a supplement to
other activities for embedding professional development on assessment literacy
throughout the school year.
I. Initial meeting- face to face preferred A. Evaluate data and current practice.
1. Present current student assessment methods. 2. Present current student achievement data.
B. Identify the components of assessment for learning that need restructuring and post for group visibility.
1. Face to face meetings include poster boards, lists, PowerPoint presentations, projected Word doc notes.
2. Digital meetings include wikis, Google docs, and web-conferencing.
C. Suggest multiple solutions to the identified issues and post for group visibility.
1. Face to face meetings include poster boards, lists, PowerPoint presentations, projected Word doc notes.
2. Digital meetings include wikis, Google docs, and web-conferencing.
D. Openly discuss the solutions 1. Notes should be taken and posted for group visibility at the
end of the session.
II. Personal Reflection A. All teachers involved post at least one comment pertaining to the
development of assessment strategies on the BCPS Guitar Wiki.
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III. Second Meeting- digital or face to face A. Post personal revisions to assessment strategies that have taken
place since the last meeting for group visibility. B. Identify the components of assessment for learning that need
restructuring and post for group visibility. 1. Face to face meetings include poster boards, lists,
PowerPoint presentations, projected Word doc notes. 2. Digital meetings include wikis, Google docs, and web-
conferencing. C. Identify a variety of assessment strategies to be added to current
practice. 1. Formative and summative assessments
a. Formative assessment strategies should be reviewed at this time to clearly differentiate from summative assessment.
2. Short-cycle, benchmark, long-cycle assessments 3. Evaluating data through collective inquiry. 4. Evaluating assessment strategies to differentiate between
standards-based and tradition assessments. D. Set SMART goals for the improvement of student achievement
through revised assessment strategies. 1. Face to face meetings include poster boards, lists,
PowerPoint presentations, projected Word doc notes. 2. Digital meetings include wikis, Google docs, and web-
conferencing.
IV. Personal Reflection A. All teachers involved post at least one comment pertaining to the
development of assessment strategies on the BCPS Guitar Wiki.
V. Third Meeting- digital or face to face A. Post personal revisions to assessment strategies that have taken
place since the last meeting for group visibility. B. Evaluate the current assessment strategies in action based on the
SMART goals. Measure the success rate of current assessment strategies in action in relation to the SMART timeline.
1. Face to face meetings include poster boards, lists, PowerPoint presentations, projected Word doc notes.
2. Digital meetings include wikis, Google docs, and web-conferencing.
C. Identify the components of assessment for learning that need restructuring and post for group visibility.
1. Face to face meetings include poster boards, lists, PowerPoint presentations, projected Word doc notes.
2. Digital meetings include wikis, Google docs, and web-conferencing.
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D. Identify a variety of assessment strategies to be added or taken away from to current practice.
E. Revise the SMART goals with a timeline for closure at the next meeting.
VI. Last Meeting- face to face preferred A. Evaluate data and current practice.
1. Present current student assessment methods. 2. Present current student achievement data.
B. Identify the components of assessment for learning that can be presented at the next annual professional development day.
1. Face to face meetings include poster boards, lists, PowerPoint presentations, projected Word doc notes.
2. Digital meetings include wikis, Google docs, and web-conferencing.
C. Suggest multiple formats and presenters for the next professional day.
D. Outline a framework for the next professional day and set SMART goals to implement the new presentation.
The implementation of this outline should be open to discussion in order to tailor
it to the preferences of all teachers involved. Additionally, the opportunity to use such an
outline should not be limited to the application of guitar instruction, general music
instruction, or the subject of music. Additionally, the subject of music should not be
limited to studying the current practice of other subjects. The goal is ultimately to
improve assessment practice.
Assessment Plan 14
References
Popham, W. James. (2008). Transformative Assessment. Alexandria, VA: Association for
Supervision and Curriculum Development.
Appendix A
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Appendix B
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Appendix B- cont.
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Appendix B- cont.
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Appendix C- Example 1
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Appendix C- Example 2
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Appendix C- Example 3
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Appendix C- Example 4
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Appendix C- Example 5
