T M E A / T M A C

M u s i c A s s e s s m e n tp r e s e n t a t i o n f o r

N A f M E / M a k e M u s i c

National Symposium

on Music Assessment

Downloads: www.tmea.org/nafme

TEKS & Assessment Curriculum DevelopmentMandated by edict vs. preparation through professional development

Clarification of curriculum/content to be assessed

• TMAC proposes to create a music assessment tool for statewide use in collaboration with TMEA– Driven by music educators, not an external edict

• TMEA & TMAC establishes a TEKS based K-8, I-IV music curriculum for general music, band, orchestra and choir

Downloads: www.tmea.org/nafme

Delivery Method DecisionsLimited and varied technology concerns

Local educators vs. professional testing contractorsAssessing large numbers of students

Limited and varied instructional/class timeCollection and management of large amounts of data from diverse sources

• An Assessment Deployment Committee determines the method of test delivery: – Minimum requirements:

• Web based• Web browser• Computer lab setting• Sound card• Headphones• Media player embedded in browser to present mp3 files

– Windows Media Player– RealPlayer– QuickTime Player

Downloads: www.tmea.org/nafme

Test Item Bank DevelopmentPerformance/constructed response tasks vs. selected response items

Copyright restrictions on artwork

• TMEA & TMAC begin writing items for the assessment database– The Assessment Writing Committee recommends the

assessments begin at the 3rd grade level– The committee begins developing the assessment in three

stages:• Grades 3 – 5• Grades 6 – 8• Levels I – IV

– Use committee developed “artwork” or public domain– The Writing Committee develops sufficient items for grades

3 to 5 to conduct a pilot of 24 to 40 questions covering nearly all of the TEKS.

Downloads: www.tmea.org/nafme

Pilots – GoalsValidity vs. Reliability

• A pilot is conducted for 5th grade level students to attempt the 4th grade level items. (Fall semester pilot)– Goals for the pilot:

• Evaluate the delivery method;• Validate the level of the assessment; and• Provide benchmarks for the teachers who participate in the

pilot;• Teacher feedback• Music Administrator feedback• Individual item analysis for future refinement and development

– Difficulty Index– Discrimination Index– Vocabulary issues

Downloads: www.tmea.org/nafme

Stakeholder ReviewsContent vs. Skills

Tight timeline for development and implementation

• Concerns expressed by stakeholders– Rigor– Balance to more higher order thinking skill items– Add performance assessment items

• Address TEKS Creative Performance and Expression Strand• Prepared items• Sightreading items

– Possibility of a Scalable Assessment• Primarily for formative use• Helpful for use with mobile/migratory population

– 2013 Accountability Sunset• Revising State District/Campus Accountability System

– Distinction Tiers» Will include Fine Arts indicators

Use of Formal Assessment in Fine Arts indicator?

Downloads: www.tmea.org/nafme

Performance Assessment

• 2011, June– Baylor University uses SmartMusic’s vocal sightreading

capabilities to conduct formative assessments of music camp students

• 2011, November– TMEA & TMAC conduct pilots using special Texas Pilot

Assessment version of SmartMusic– Pilot includes 680 students – 6th grade vocal– 8th grade band – 8th grade orchestra– Review of this assessment is ongoing at this time

Downloads: www.tmea.org/nafme

6th Grade Vocal (25%)Prepared Performance Scoring Rubric Accompanied Performance Circle the frequency with which each of the following occurs: Phrasing (intentional and appropriate breaths, musical shaping of the phrase) Consistently Occasionally Never Expression (executes any dynamic contrasts, articulation, or tempo markings appropriately) Consistently Occasionally Never Diction (clarity of consonants—beginning and ending, purity of vowel formation,

as appropriate to the musical selection) Consistently Occasionally Never

Downloads: www.tmea.org/nafme

Subjective Scorer RubricsLocal scoring vs. outside scoringStudent work vs. numeric scores

6th Grade Vocal (25%)Prepared Performance Scoring Rubric A cappella Performance Circle the frequency with which each of the following occurs: Phrasing (intentional and appropriate breaths, musical shaping of the phrase) Consistently Occasionally Never Expression (executes any dynamic or articulation markings appropriately) Consistently Occasionally Never Diction (clarity of consonants and purity of vowel formation, as appropriate to the musical selection) Consistently Occasionally Never

Downloads: www.tmea.org/nafme

Subjective Scorer RubricsLocal scoring vs. outside scoringStudent work vs. numeric scores

8th Grade Woodwind/Brass (35%)Prepared Performance Scoring Rubric Circle the frequency with which each of the following occurs: Phrasing (intentional and appropriate breaths, musical shaping of the phrase) Consistently Occasionally Never Expression (executes any dynamic or articulation markings appropriately) Consistently Occasionally Never Characteristic Tone (resonance and clarity, as appropriate to the musical selection) Consistently Occasionally Never

Downloads: www.tmea.org/nafme

Subjective Scorer RubricsLocal scoring vs. outside scoringStudent work vs. numeric scores

8th Grade String (35%)Prepared Performance Scoring Rubric Circle the frequency with which each of the following occurs: Bowing (separated or slurred bowing as appropriate, musical shaping of the phrase) Consistently Occasionally Never Expression (executes any dynamic or articulation markings appropriately) Consistently Occasionally Never Characteristic Tone (balance of bow speed to bow weight, as appropriate to the musical selection) Consistently Occasionally Never

Subjective Scorer RubricsLocal scoring vs. outside scoringStudent work vs. numeric scores

Downloads: www.tmea.org/nafme

Future Timeline• 2012, Fall

– Conduct pilots with performance and multiple choice items• Performance items using SmartMusic technology• Multiple choice available through web browser• Add constructive response items through web browser

– Including text, notation, and student chosen performance items

– Continue use of Internal and External Subjective Scorers for applicable items

• Refine rubrics

• 2013, Spring– Offer summative test (end of year)

• Grades 3-5,• Grades 6-8• Levels I – IV (9-12)

Downloads: www.tmea.org/nafme

Student Portfolio

• The TMEA/TMAC Assessment is designed to be a minority portion of a student’s portfolio of work at a each level or over a given period of time.

• The assessment is not designed to be a tool in evaluating the merit of the teacher, but rather an indicator the teacher can use to improve instruction and student learning.

• A district should use the assessment as a tool to ensure students are attaining the standards prescribed in the TEKS and mandated by law to be used in developing curriculum.

Downloads: www.tmea.org/nafme