Teacher Appraisal and Development System
Supplemental Guidance for the
Students’ Progress Measure October 2012
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 1
Table of Contents
Table of Contents .................................................................................................................................. 1
About Students’ Progress ...................................................................................................................... 2
How to Read this Document .................................................................................................................. 5
Pre-Kindergarten ................................................................................................................................... 6
Kindergarten .......................................................................................................................................... 7
Elementary Core Subjects ..................................................................................................................... 8
Middle School Core Subjects ................................................................................................................. 9
High School Core Subjects .................................................................................................................. 10
Special Education using the STAAR-Alternate ..................................................................................... 12
Bilingual/ESL Education ....................................................................................................................... 13
Gifted/Talented Education ................................................................................................................... 17
Career and Technical Education (CTE) ............................................................................................... 18
Elementary Art, Music, & Dance .......................................................................................................... 19
Sample summative assessments ..................................................................................................... 19
Middle School Theatre & Dance .......................................................................................................... 40
Sample summative assessments ..................................................................................................... 40
High School Art, Theatre, & Dance ...................................................................................................... 49
Sample summative assessments ..................................................................................................... 49
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 2
About Students’ Progress
BACKGROUND
In the 2012-2013 school year, Student Performance will be included as a component in the teacher
appraisal and development system. Combined with Instructional Practice and Professional
Expectations, the Student Performance component was designed to support what great teachers are
already doing—setting clear goals for themselves and their students and tracking progress throughout
the year to make sure every student learns as much as possible.
The Student Performance Guidebook details all of the measures of student learning, as well as the
processes appraisers and teachers should follow to implement this component. Students’ Progress on
district-wide or appraiser-approved summative assessments (Measure #3) or on performance tasks or
work products (Measure #4) represents two of the five measures of student learning.
Students’ Progress is a student learning measure that uses different types of summative
assessments to measure how much content and skill students learned over the duration of a
course or year, based on where they started the subject or course.
By taking student starting points into account and setting ambitious and feasible targets for students,
teachers can use the Students’ Progress measure to gauge how much individual students are learning
over the course of the year. A teacher may have up to three (3) Students’ Progress measures.
STUDENTS’ PROGRESS PROCESS
Once teachers have been assigned their measures, those who have a Students’ Progress measure
complete a four-step process:
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 3
STARTING POINT CATEGORIES
In determining students’ starting points, or levels of preparedness for a subject or course, teachers
make holistic judgments of where individual students begin based on multiple sources of evidence,
such as prior year assessment data and beginning of year diagnostic assessments.
The guidance provided in this document generally offers one source of evidence in the form of prior-
year assessment data, particularly for teachers of core subjects. Teachers should use multiple sources
of evidence to determine the most appropriate starting point category for each student:
Starting Point
Category
Students have mastered…
4 all prerequisite objectives for the specific course/grade and some course/grade objectives
3 the vast majority of the prerequisite objectives for the specific course/grade
2 some but not all prerequisite objectives for the specific course/grade
1 few prerequisite objectives for the specific course/grade
GENERAL TIPS: DETERMINING STARTING POINTS AND GOALS
Here are some general best practices to keep in mind when determining student starting points and
setting goals for Student’s Progress measures (also found in Section V of the Student Performance
Guidebook):
When setting goals for Students’ Progress measures, remember that:
Best Practices for Goal-Setting by Starting Point Category
Make sure every student is accounted for
Assign each student to one starting point category only
Don’t worry about how big or how small each category is; set groups based on what’s
most appropriate for your students
Group students so that all or most students within a category are expected to meet the
goal (e.g., 100% of students in Starting Point Category 1 will score… or better)
Group students so that the goal is ambitious, yet attainable for each student per group
Take into consideration special populations and/or external factors
Think outside the box. There is no one “right” way to group your students (e.g.,
grouping by starting point categories 1-4 may not work for your class if your students
are generally split between high-level performance and low-level performance as the
range may be too wide).
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 4
Teachers set goals for each of the four starting point categories, not for individual students.
This means that the goal for each starting point category should be the minimum score that all
students in that category are expected to attain on the summative assessment being used as
the measure for that particular course.
The rigor of the assessment is a factor in the goals. It is preferable to have a rigorous
assessment with some items/portions that will challenge even the most high-performing
students than a less rigorous assessment that will enable some or many students to attain the
highest possible score.
For some examples of appropriate goals, see Section V of the Student Performance Guidebook.
CONTENTS OF THIS DOCUMENT
This document, the Supplemental Guidance for the Student’s Progress Measure, is intended to support
HISD teachers who have this measure assigned, as well as appraisers and other educators who work
with them, in carrying out the Students’ Progress process reliably. There are three main types of
guidance included in this document, as applicable to the various school levels, grade levels, and/or
subjects listed in the Table of Contents:
Starting point category guidance
Goal-setting guidance
Assessment development guidance (primarily for performance assessments, e.g., in the
arts)
COMING SOON
Guidance for additional courses/subject areas, such as Advanced Placement (AP) and Physical
Education (P.E.), will be developed in the near future and made available online.
For more information on this document or support with the Student Performance
process or online tool, please send an e-mail to [email protected]. For
questions about other aspects of the Effective Teachers Initiative, please contact
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 5
How to Read this Document
CONTENTS OF THIS DOCUMENT
The three main types of guidance included in this document, as applicable to the various school
levels, grade levels, and/or subjects listed in the Table of Contents, are:
Type of guidance offered in this document
Indicated throughout document with this icon
Starting point category guidance for core and some elective subjects/courses
Goal-setting guidance
Assessment development guidance and sample performance assessments/work products for core
enrichment (e.g., arts) subjects/courses
Educators carrying out the Students’ Progress process may use the Table of Contents to direct
themselves to the subject(s) most applicable to them, based on the students and courses they are
working with.
SAMPLE SUMMATIVE ASSESSMENTS
Sample summative assessments for potential use as Students’ Progress measures, which include
rubrics, performance tasks, and portions of written tests, are provided in this document for teachers of
the arts. These are SAMPLE assessments only, and NOT meant to be required. These materials were
submitted by HISD teachers of visual art, music, theatre, and dance. These materials may be used by
teachers to model their own summative assessments off of, but are NOT required for use.
Special thanks to the following teachers who contributed sample summative assessment materials in
the arts: Jared Berry (middle & high school theatre – [email protected]); Lori Bujung (middle
school dance); Catherine Clay (high school theatre – [email protected]); Dawn Danowski
(elementary music – [email protected]); Jennifer Davis (elementary music –
[email protected]); Carolyn Day (elementary and middle school visual art); Sanja Korman (high
school dance); Lynn Reynolds (elementary & middle school dance); and Mary Rogers (high school
visual art – [email protected]).
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 6
Students’ Progress Guidance: Pre-Kindergarten
Students’ Progress is a student learning measure that uses different types of summative assessments
to measure how much content and skill students learned over the duration of a course or year, based
on where they started the subject or course.
Pre-Kindergarten teachers should use beginning of year (BOY) data on the district-
wide assessments in language (either Frog Street or mCLASS) and math (Frog Street)
as sources of evidence for student starting points.
Pre-Kindergarten Language Arts – BOY Vocabulary Subtest
(English or Spanish)
If the student earned… Consider placing the student in Starting Point Category… Frog Street Test mCLASS CIRCLE Test*
21-30 21+ 4
16-20 16-20 3
11-15 11-15 2
0-10 0-10 1 * Note: The mCLASS picture vocabulary assessment is a computer-based, timed (one-minute) test. There are many more pictures in the test item bank (72) than what most students can realistically attempt in one minute. If the score ranges for this test seem low given that there are 72 items, it is because they reflect the fact that it is a one-minute timed assessment of picture vocabulary, and this source of evidence is based on BOY performance.
In math, Pre-K teachers will categorize students separately on two subtests/two Goals Worksheets: Cardinality (counting concrete objects) and Patterns.
Pre-Kindergarten Math – BOY Cardinality Subtest (English or Spanish)
If the student earned…
(out of 7 items)
Consider placing the student in Starting Point Category…
5+ 4
4 3
2-3 2
0-1 1
Pre-Kindergarten Math – BOY Patterns Subtest
(English or Spanish)
If the student earned… (out of 7 items
5 identification + 2 copying)
Consider placing the student in Starting Point Category…
5+ 4
4 3
2-3 2
0-1 1
For the teacher appraisal and development system, the district has set centralized goals on four
subtests in the Pre-Kindergarten end of year assessments. For those targets, see Appendix D of the
Student Performance Guidebook.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 7
Students’ Progress Guidance: Kindergarten
Students’ Progress is a student learning measure that uses different types of summative assessments
to measure how much content and skill students learned over the duration of a course or year, based
on where they started the subject or course.
As one source of starting point evidence, Kindergarten teachers may use Pre-
Kindergarten end of year (EOY) assessment data in language and math on the
HISD/Lakeshore assessments (or on the mCLASS CIRCLE language assessment, if
used on the campus). While the district is not providing specific guidance by starting
point category on the TPRI/Tejas LEE at this time, beginning of year results from that
early reading assessment may be another source of evidence for teachers to use.
Pre-Kindergarten Language Arts – EOY Picture Vocabulary Subtest
(English or Spanish)
If the student earned… Consider placing the student in Starting Point
Category… HISD/Lakeshore Test mCLASS CIRCLE Test*
45-50 or 45-55 4
40-44 or 34-44 3
30-39 or 26-33 2
0-29 or 0-25 1
* Note: The mCLASS picture vocabulary assessment is a computer-based, timed (one-minute) test. There are many more pictures in the test item bank (72) than what most students can realistically attempt in one minute. If the score ranges for this test seem low given that there are 72 items, it is because they reflect the fact that it is a one-minute timed assessment of picture vocabulary.
Pre-Kindergarten Math – EOY Concrete Objects & Patterns Subtests
(English or Spanish)
If the student earned… (If the student does not meet BOTH criteria, he/she should
be placed in the next lower starting point category)
Consider placing the student in
Starting Point Category…
Counting Concrete Objects Subtest
Creating & Extending Patterns Subtest
(If the student could…)
20+ and Create and extend an ABC pattern 4
16-19 and Create and extend an ABB pattern 3
13-15 and Create and extend an AB pattern 2
0-12 and Extend an AB pattern 1
Measures and Goals
Worksheet Tip for
Kindergarten Teachers
All Kindergarten teachers
will have Reading, Math, and
English Language Arts as
required “courses” for
Students’ Progress. District-
wide pre-approved
assessments are available
for Kindergarten in Math,
Reading, and Writing, in
both English and Spanish.
For the Language Arts
Students’ Progress measure:
general education teachers
will have Language Arts-
Writing; bilingual/ESL
teachers will have Language
Arts-Listening & Speaking
(on TELPAS).
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 8
Students’ Progress Guidance: Elementary Core Subjects
Students’ Progress is a student learning measure that uses different types of summative assessments
to measure how much content and skill students learned over the duration of a course or year, based
on where they started the subject or course.
As one source of starting point evidence, elementary teachers in the core subjects may
use the prior-year Stanford/Aprenda and/or STAAR data from the previous grade level
of the subject. While the district is not providing specific guidance by starting point
category on the TPRI/Tejas LEE at this time, beginning of year results from that early
reading assessment may be another source of evidence for teachers to use.
Stanford/Aprenda Assessments, Grades K-5 (Used as a prior-year source of evidence for Grades 1-6 courses)
If, on the prior-year Stanford/Aprenda assessment in any subject relevant to the current-year course, the student scored… Consider placing the student in
Starting Point Category… Percentile Rank (PR)* Normal Curve Equivalent (NCE)*
75-99 64-99 4
50-74 50-63 3
25-49 36-49 2
1-24 1-35 1
* Either PRs or NCEs may be used. These PRs and NCEs were adapted from “A Normal Distribution of Stanines,
Percentile Ranks, and Normal Curve Equivalents,” Pearson 2011.
STAAR EOY Assessments, Grades 3-5 (Used as a prior-year source of evidence for Grades 4-6 courses)
3rd Grade 4th Grade 5th Grade Consider placing the student in
Starting Point Category…
Reading Math Reading Math Writing* Reading Math Science
# Questions Correct # Questions Correct # Questions Correct
31-40 36-46 34-44 37-46 22-28 36-46 39-50 34-44 4
21-30 24-35 23-33 25-36 15-21 24-35 26-38 23-33 3
11-20 12-23 12-22 13-24 8-14 12-23 13-25 12-22 2
0-10 0-11 0-11 0-12 0-7 0-11 0-12 0-11 1
* Multiple-choice questions only.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 9
Students’ Progress Guidance: Middle School Core Subjects
Students’ Progress is a student learning measure that uses different types of summative assessments
to measure how much content and skill students learned over the duration of a course or year, based
on where they started the subject or course.
As one source of starting point evidence, middle school teachers in the core subjects
may use prior-year Stanford/Aprenda and/or STAAR data from the same subject or a
related subject.
Stanford/Aprenda Assessments, Grades 5-7 (Use as a prior-year source of evidence for Grades 6-8 courses)
If, on the prior-year Stanford/Aprenda assessment in any subject relevant to the current-year course, the student scored… Consider placing the student in
Starting Point Category… Percentile Rank (PR)* Normal Curve Equivalent (NCE)*
75-99 64-99 4
50-74 50-63 3
25-49 36-49 2
1-24 1-35 1
* Either PRs or NCEs may be used. These PRs and NCEs were adapted from “A Normal Distribution of Stanines,
Percentile Ranks, and Normal Curve Equivalents,” Pearson 2011.
STAAR EOY Assessments, Grades 5-7 (Used as a prior-year source of evidence for Grades 6-8 courses)
5th Grade 6th Grade 7th Grade Consider placing the student in Starting Point
Category…
Reading Math Science Math Science Reading Math Writing*
# Questions Correct # Questions
Correct # Questions Correct
36-46 39-50 34-44 39-50 34-44 39-50 44-54 31-40 4
24-35 26-38 23-33 26-38 23-33 26-38 29-43 21-30 3
12-23 13-25 12-22 13-25 12-22 13-25 14-28 11-20 2
0-11 0-12 0-11 0-12 0-11 0-12 0-13 0-10 1
* Multiple-choice questions only.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 10
Students’ Progress Guidance: High School Core Subjects
Students’ Progress is a student learning measure that uses different types of summative assessments
to measure how much content and skill students learned over the duration of a course or year, based
on where they started the subject or course.
As one source of starting point evidence, high school teachers of core courses may
use prior-year Stanford/Aprenda and/or STAAR data from the same subject or a
related subject. Elective teachers may also consider using prior-year Stanford/Aprenda
or STAAR data from a related subject as one of their sources of evidence.
Stanford/Aprenda Assessments, Grade 8 (Use as a prior-year source of evidence for Grade 9 students/courses)
If, on the prior-year Stanford/Aprenda assessment in any subject relevant to the current-year course, the student scored… Consider placing the student in
Starting Point Category… Percentile Rank (PR)* Normal Curve Equivalent (NCE)*
75-99 64-99 4
50-74 50-63 3
25-49 36-49 2
1-24 1-35 1
* Either PRs or NCEs may be used. These PRs and NCEs were adapted from “A Normal Distribution of Stanines,
Percentile Ranks, and Normal Curve Equivalents,” Pearson 2011.
STAAR EOY Assessments, Grade 8
(Use as a prior-year source of evidence for Grade 9 students/courses)
Consider placing the student in
Starting Point Category… Reading Math Science
Social Studies
# Questions Correct
40-52 43-56 44-54 40-52 4
27-39 29-42 28-43 27-39 3
14-26 15-28 14-27 14-26 2
0-13 0-14 0-13 0-13 1
High school guidance continued on next page.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 11
Students’ Progress Guidance: High School Core Subjects (continued)
Note that for the STAAR EOC assessments below, the Phase I standards set by TEA
were applied. The numbers of questions correct correspond to Phase I cut scores. This
guidance will be updated to reflect Phase II and Recommended standards,
respectively.
STAAR EOC Assessments, Grade 9 (Used as a prior-year source of evidence for students in Grade 10)
English Language Arts History Consider placing
student in Starting
Point Category
ENG I - Reading
ENG I - Writing
ENG II - Reading
ENG II - Writing
ENG III - Reading
ENG III - Writing
US History
World Geog.
World History
# Questions Correct # Questions Correct
46-56 57-62 45-56 55-62 35-56 47-62 55-68 57-68 54-68 4
30-45 40-56 27-44 38-54 21-34 33-46 28-54 31-56 31-53 3
15-29 20-39 14-26 19-37 11-20 17-32 14-27 16-30 16-30 2
0-14 0-19 0-13 0-18 0-10 0-16 0-13 0-15 0-15 1
STAAR EOC Assessments, Grade 9 (Used as a prior-year source of evidence for students in Grade 10)
Mathematics Science
Consider placing the student in Starting Point Category… Algebra I Algebra II Geometry Biology Chemistry Physics
# Questions Correct # Questions Correct
42-54 32-50 40-52 45-54 43-52 39-50 4
20-41 19-31 18-39 20-44 21-42 19-38 3
10-19 10-18 9-17 10-19 11-20 10-18 2
0-9 0-9 0-8 0-9 0-10 0-9 1
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 12
Students’ Progress Guidance: Special Education using the STAAR-Alternate
Students’ Progress is a student learning measure that uses different types of summative assessments
to measure how much content and skill students learned over the duration of a course or year, based
on where they started the subject or course.
Special Education teachers should use diagnostic assessments and/or prior-year data,
which may include previous attainment of IEP goals, to determine the most appropriate
starting point category for each student. For students who will take the STAAR-
Alternate assessment, teachers may use STAAR-Alternate Complexity Levels as a
guideline for starting point categories – see the table below. Starting point category 4
is not appropriate for these students; they should be placed in categories 1, 2, and 3.
Guidance on setting goals for the four starting point categories of students taking the
STAAR-Alt is also included below. The goal refers to the minimum percentage of
indicators on the STAAR-Alt (indicators are the four TEKS objectives that must be
taught under each subject area) that the student is expected to master. That is, of the
four (4) indicators, mastering 4/4 = 100%, 3/4 = 75%, 2/4 = 50%, and 1/4 = 25%.
If the student will take the following Complexity Level of the STAAR-Alt assessment…
Consider placing student in Starting Point Category…
Consider setting the goal at…
No level 4
Do not place students taking STAAR-Alt in
starting point category 4
100*
3 (Application of Knowledge) 3 75
2 (Basic Recall) 2 50
1 (Beginning Awareness) 1 25 *While teachers should not place students taking the STAAR-Alt in starting point category 4, the Student Performance online tool requires the teacher to enter a goal for each category, so the teacher should enter “100.”
To establish starting points for students who do not take the STAAR-Alt,
teachers should refer to the Individualized Education Plan (IEP) and other prior
and diagnostic assessment data. They may also refer to the IEP in setting goals
for each starting point category. This may consist of the teacher examining the
IEP goals of all the students in each starting point category, and determining a
percentage (goal) that teacher and appraiser agree would represent ambitious
but feasible progress for that group of students. For students who take the
STAAR-Modified, teachers may establish starting points using the sources of
evidence and score ranges on Stanford/Aprenda (and STAAR where available)
for the core subjects contained previously in this document.
Measures and
Goals Worksheet
Tip for Appraisers
of Special
Education
Teachers:
Recall that for all
Students’ Progress
measures, four (4)
students who take
the summative
assessment is the
minimum roster
size. In assigning
measures to
Special Education
teachers who have
students taking the
STAAR-Alternate,
appraisers should
prioritize the
courses in which
teachers have
more than four (4)
students.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 13
Students’ Progress Guidance: Bilingual/ESL Education
Students’ Progress is a student learning measure that uses different types of summative assessments
to measure how much content and skill students learned over the duration of a course or year, based
on where they started the subject or course. The TELPAS assessment for English language learners is
a required Students’ Progress measure in Grades K-2 and 9-12. TELPAS-Reading is used as a
Comparative Growth measure in Grades 3-8.
As their primary source of starting point evidence, bilingual/ESL teachers of ELL
students in these grades (K-2 and 9-12) should use prior-year TELPAS scores, or, if
prior-year data are not available, the TELPAS rubrics, as a source of evidence for
starting points. Note that the tables on the following pages reference the Global
Definitions of the Proficiency Levels used on TELPAS, which apply generally to all
language domains. Teachers may also wish to consult the domain-specific (Listening, Speaking, and
Reading) Summary Statements. The Global Definitions, Summary Statements, and full Descriptors are
all included in the Educator Guide to the TELPAS Grades K-12 (PDF posted 12/20/11). While the
district is not providing specific guidance by starting point category on the TPRI/Tejas LEE at this time,
beginning of year results from that reading assessment in the early grades may be another source of
evidence for teachers to use in determining starting points.
For Kindergarten and Grade 1, in which only the Listening and Speaking portions of the TELPAS
assessment are combined as the required measure, levels or points for each of those portions are
combined into a composite score by the teacher when entering starting point categories and goals. This
is outlined in the “Points on TELPAS Rubric (BOY)” columns in the tables for Kindergarten and Grade 1
on the following pages.
Please see the tables on the following pages for starting point guidance for teachers of
ELL students on the TELPAS assessment. Centralized goals are also included.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 14
TELPAS Listening & Speaking Starting Point Guidance and Centralized Goals for Kindergarten
Starting Point Category
Descriptors
(Source: TELPAS Global Definitions
of the Proficiency Levels)
Points on TELPAS
Rubric (BoY)
Sum of student levels in
Listening and Speaking
Place Student in
Starting Point
Category…
EoY Goals
L = Listening, S = Speaking
Bilingual: Gain 1
point (Grow 1 level in
L or S)
ESL: Gain 2 points
(Grow 1 level in
L and S)
Advanced high (4) students have attained a command of English that enables them, with minimal second language acquisition support, to engage in regular, all-English academic instruction at their grade level.
7-8
(Adv. in L or S, AH in L
or S, OR AH in both L &
S
4 8
Advanced High
L and S
8
Advanced High
L and S
Advanced (3) students are able to engage in grade-appropriate academic instruction in English, although ongoing second language acquisition support is needed to help them understand and use grade-appropriate language. These students function beyond the level of simple, routinely used English.
5-6
(Int. in L or S, Adv. in L
or S, OR Adv. in both L
& S)
3 6-7
Advanced L or S,
Advanced High
L or S
7-8
Advanced High
L and S
Intermediate (2) students have some ability to understand and use English. They can function in social and academic settings as long as the tasks require them to understand and use simple language structures and high-frequency vocabulary in routine contexts.
3-4
(Beg. in L or S, Int. in L
or S, OR Int. in both L &
S)
2 4-5
Intermediate
L or S,
Advanced L or S
5-6
Advanced
L and S
Beginning (1) students have little or no ability to understand and use English. They may know a little English but not enough to function meaningfully in social or academic settings.
2
(1 S + 1L)
1 3
Beginning L or S,
Int. L or S
4
Intermediate
L and S
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 15
TELPAS Listening & Speaking Starting Point Guidance and Centralized Goals for Grade 1
Starting Point Category
Descriptors
(Source: TELPAS Global Definitions
of the Proficiency Levels)
Use if NO prior year TELPAS
Points on TELPAS Rubric
(BOY)
Sum of student levels in Listening and
Speaking from prior year TELPAS
Place Student
in Starting
Point Category
EOY Goal
L = Listening, S = Speaking
For all ELLs:
Gain 2 points (Grow 1 level
in L and 1 level in S)
Advanced high (4) students have attained a command of
English that enables them, with minimal second
language acquisition support, to engage in regular, all-
English academic instruction at their grade level.
8
Advanced High
L and S
4 8
Advanced High
L and S
Advanced (3) students are able to engage in grade-
appropriate academic instruction in English, although
ongoing second language acquisition support is needed
to help them understand and use grade-appropriate
language. These students function beyond the level of
simple, routinely used English.
6-7
Advanced High in L or S +
Advanced in L or S, OR
Advanced in L and S
3 8
Advanced High
L and S
Intermediate (2) students have some ability to
understand and use English. They can function in social
and academic settings as long as the tasks require them
to understand and use simple language structures and
high-frequency vocabulary in routine contexts.
4-5
Advanced in L or S +
Intermediate in L or S, OR
Intermediate in L and S
2 6-7
Advanced
L and S
Beginning (1) students have little or no ability to
understand and use English. They may know a little
English but not enough to function meaningfully in social
or academic settings.
2-3
Intermediate in L or S +
Beginning in L or S, OR
Beginning in L and S
1 4-5
Intermediate
L and S
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 16
TELPAS Listening & Speaking Starting Point Guidance and Centralized Goals for Grades 2 and 9-12
Did Student take
TELPAS in the
prior year?
Starting Point for Current Year
(based on Reading only)
Goal
(TELPAS-Reading)
Yes 4 - Prior TELPAS-Reading result: Advanced High 4
Advanced High
3 - Prior TELPAS-Reading result: Advanced 4
Advanced High
2 - Prior TELPAS-Reading result: Intermediate 3
Advanced
1 - Prior TELPAS-Reading result: Beginning 2
Intermediate
No 4 - Advanced high students have attained a command of English that enables them, with minimal
second language acquisition support, to engage in regular, all-English academic instruction at their
grade level.
4
Advanced High
3 - Advanced students are able to engage in grade-appropriate academic instruction in English,
although ongoing second language acquisition support is needed to help them understand and use
grade-appropriate language. These students function beyond the level of simple, routinely used
English.
4
Advanced High
2 - Intermediate students have some ability to understand and use English. They can function in social
and academic settings as long as the tasks require them to understand and use simple language
structures and high-frequency vocabulary in routine contexts.
3
Advanced
1 – Beginning students have little or no ability to understand and use English. They may know a little
English but not enough to function meaningfully in social or academic settings.
** Use TELPAS Listening and Speaking only – no Reading **
2
Intermediate
(L and S only)
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 17
Students’ Progress Guidance: Gifted/Talented Education
Students’ Progress is a student learning measure that uses different types of summative
assessments to measure how much content and skill students learned over the duration of a course
or year, based on where they started the subject or course.
In general, most G/T students should be placed in categories 3 and 4, and
starting point category 1 is not appropriate for these advanced students. For
students recently identified for Vanguard (Gifted/Talented) or other advanced
programs, teachers may consider using data from student’s Gifted/Talented
Identification Matrix for K-12 (found under ‘Forms’ at the bottom of the page) as
one source of evidence.
For students established in Gifted/Talented education programs, the ranges for the
Stanford/Aprenda STAAR, where available, may be additional relevant sources of evidence
for starting points. Teachers should use the ranges on
Stanford/Aprenda and STAAR suggested previously in this document in
the guidance for core subjects. The Standards for Vanguard (G/T)
programs, specifically the criteria for Student Success/Expectations
(Standard 8, excerpted below) could also be considered as a source of
evidence for starting points. Standards for students to remain in G/T
programs are:
• G/T students shall be expected to score above grade level on the district required Stanford/Aprenda as appropriate. LEP/Sp. Ed./504 students (see box at right) will be expected to show annual growth on these or related assessments when tested in the same language.
• G/T students shall be expected to score at the commended level on TAKS (updated: Advanced level on STAAR)
• G/T students enrolled in AP/IB classes that have corresponding College Board/International Baccalaureate exams shall be encouraged to take related exams.
• Students who do not meet the academic standards listed above or who do not meet promotion standards will be placed on a Growth Plan for a minimum of one grading cycle.
o While starting point categories 3 and 4 are appropriate for the vast majority of G/T students, starting point category 2 may be the most appropriate for those on a Growth Plan.
Multiply Identified
Some students identified as
gifted/talented are also
identified for English as a
Second Language (ESL, or as
ELL/LEP) or for Special
Education services. Teachers
of these students may also
consider the guidance for
Bilingual/ESL Education and
Special Education contained
in this document.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 18
Students’ Progress Guidance: Career and Technical Education (CTE)
Students’ Progress is a student learning measure that uses different types of summative
assessments to measure how much content and skill students learned over the duration of a course
or year, based on where they started the subject or course.
GENERAL GUIDANCE
The vast majority of teachers of Career and Technical Education (CTE) courses
will have 2 or 3 Students’ Progress measures, and most of those will be
appraiser-approved (teacher-created or teacher-identified) assessments. In
considering what kind of summative assessment would be most appropriate for
the course, the teacher might consider a performance task directly related to key
course objectives and evaluate students on a rubric. The teacher might choose to give a written test
in addition to a performance task, and combine the two for the summative assessment – or, if the
teacher teaches only one course, to use them as two separate, comprehensive measures for the
one course.
Teachers of CTE courses should use any diagnostic assessments or prior-year
data in subjects related to the current course to determine the most appropriate
starting point category (1-4) for each student.
To set appropriate end-of-course goals for each starting point category – that is,
targets on the summative assessment – teachers of CTE courses must consider
what would represent “ambitious and feasible” progress for students in each
category. For example, for students in starting point category 1, with few
prerequisites for the course, an appropriate goal might be a score of 65 on the
summative assessment. For CTE courses that have a certification option (e.g., cosmetology), a
certain (passing) score on the certification exam could be an appropriate goal (and an appropriate
assessment).
COMING SOON
Additional guidance in the form of sample rubrics and performance tasks for some CTE courses will
be made available online in the fall of 2012.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 19
Students’ Progress Guidance: Elementary Art, Music, & Dance
Students’ Progress is a student learning measure that uses different types of summative
assessments to measure how much content and skill students learned over the duration of a course
or year, based on where they started the subject or course.
For their sources of evidence for starting point categories, elementary teachers of
arts subjects/courses should consider using:
Diagnostic assessments or pre-assessments, such as a written and/or
performance-based skills test. This could include the first unit test or
performance assessment for the course. Note that a diagnostic or pre-
assessment is not the same assessment given at the beginning of the course
(which should to include prior knowledge/objectives) and at the end of the
course (which should include all key course objectives and perhaps even
some “stretch” objectives from the next level of the course).
Prior-year grades in the previous level of the course, or in a related course
SAMPLE SUMMATIVE ASSESSMENTS
Sample summative assessments for use as Students’ Progress measures,
which include rubrics, performance tasks, and portions of written tests, are
provided in this document for teachers of the arts.
These are SAMPLE assessments only, and NOT meant to be required. These
materials were submitted by HISD teachers of the arts. They do not all follow the same format, as
they represent what expert teachers in the arts feel could be used to best assess their courses.
These materials may be used by teachers as a model for their own summative assessments, but
are NOT required assessments.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 20
Art (Elementary)
Sample A.
Upper Elementary Visual Art
Diagnostic/Pre-Assessment (beginning of year)
The sample assessment below may be adapted for any upper-elementary grade and used as one
source of evidence in determining student starting points at the beginning of the school year.
___________________________________________________
Sample Diagnostic/Benchmark Assessment (for the Student)
1. Which of these three paintings is considered a still life painting? Circle your answer.
2. A line that goes up and down is called a _________________________________line.
3. What primary colors do you mix to get orange? _____________& ______________
4. Black, white and all shades of grey are called _______________________________.
5. The name of this painting is____________________________.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 21
6. With colored pencils draw a portrait in the rectangle below using only cool colors.
7. In the rectangle below use fine-tip markers to draw an animal using the five basic shapes.
Make a patterned border around the edge of the rectangle using only two complimentary
colors.
8. In the rectangle below draw a circle overlapping a triangle using secondary colors. Make an
A, B, C pattern border all the way around the rectangle using only primary colors.
9. Circle the object below that is a form.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 22
10. In the rectangle below draw an object found in nature. Show texture on your drawing.
11. Circle the object that is an example of radial symmetry.
12. In this rectangle draw an abstract artwork using only geometric lines. Name two of the types
of lines that you used in your drawing.
13. Any color with white added to it is called a _____________. Any color with black added to it
is called a ______________. Any color with gray added to it is called a ______________.
Score: ________/13 = ________% # correct
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 23
Sample B
Elementary Art Summative Assessment:
Self-Portrait
General Description: A unit in which students create a self-portrait is an appropriate summative
performance assessment in any grade, K-5. This assessment provides a profile of a student’s
knowledge and understanding of mastered artistic expression and response. It has distinct
sequential components that are all essential in creating a product that utilizes the semester’s entire
scope of work, which includes study of the self-portraits of renowned artists.
Timeframe: Four 45-minute class periods
Alignment to the TEKS: This task allows students to demonstrate mastery within the four basic
strands of Perception, Creative Expression/Performance, Historical and Cultural Heritage and
Critical Evaluation. Specifically it is based on these standards:
Kindergarten: K.1 A-B, K.2 A-C, K.3 A-B, K.4 A-B
Grade 1: 1.1 A-B, 1.2 A-C, 1.3 A-C, 1.4 A-B
Grade 2: 2.1 A-B, 2.2 A-C, 2.3 A-B, 2.4 A-C
Grade 3: 3.1 A-B, 3.2 A-C, 3.3 A-B, 3.4 A-B
Grade 4: 4.1 A-C, 4.2 A-C, 4.3 A-B, 4.4 A-B
Grade 5: 5.1 A-B, 5.2 A-C, 5.3 A, 5.4 A-B
Evaluation: In addition to the teacher assessing student self-portraits using a grade-appropriate
rubric (not provided in this document – see note under ‘Additional Resources’ below), students in
Grades 3-5 may be asked to critique their own and each other’s work using a rubric and the Art
Critique Worksheet (provided).
Additional Resources:
o Google Images: Search “self-portraits of Picasso,” which produces a myriad of images that display a wide array of styles from various decades of his life. At least ten different periods of art are represented in his self-portraits alone.
o www.rcampus.com: iRubric feature has sample rubrics that can be adapted to measure the TEKS for visual arts for the various grade levels.
Instructions to students (appropriate for upper elementary – can be adapted and facilitated/
delivered orally to younger students) are contained on the next page.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 24
___________________________________________________
Sample B (continued)
Summative Assessment: Self-Portrait (for the Student)
Directions:
1. View examples of self-portraits created by renowned artists from different periods of art.
Leonardo Da Vinci, Pablo Picasso and Vincent Van Gogh are three artists who created many self-portraits that vary greatly. Pablo Picasso alone has self-portraits that bridge his entire life and several styles of art.
Select one self-portrait of interest to you. Compile information about the subject of the self-portrait by taking notes. You will notice that information provided with many self-portraits includes interests, cultural designs, and other items that are clues to tell you more about that person.
2. Examine elements and principles of art and design that the self-portrait utilizes. Add to your
notes.
3. Consider a style and perspective (2D or 3D?) that you want to use for the style of your own self-portrait. The size of your portrait is pre-determined: a 16” x 20” life-size portrait of your head and shoulders.
4. Consider materials appropriate to carry out your portrait. You are not limited to one medium.
Produce a materials list for your project.
5. Develop a color palette and determine an artistic style that you identify with best.
6. Plan your self-portrait, referring to your notes. You want to make an original creation that pays homage to the original style of the self-portrait that influenced your selection.
7. Write a few paragraphs describing:
o How you identify with the style of art you selected. o Your design choices and the effectiveness of the elements and principles of art and
design that you incorporated in your self-portrait. Be sure to use the vocabulary of an artist. This is your own story to accompany your self-portrait.
8. Be prepared to critique your own work and the work of your peers using a rubric and the Art Critique Worksheet during a class gallery walk.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 25
Sample C
Grades 3-5 Art Critique Worksheet
(for the Student)
Background on the Art Critique
Looking at art is much more than whether “I like it,” or “I don’t like it.” Art is viewed through rules
called the elements and principles of art and design. When we look at art using these rules, we call
it a critique. An art critique is a way of looking at art and discussing art without being an expert. All
the artist asks is that you look closely at the work and consider his/her thoughts as he/she was
creating the art. Critiquing art doesn’t come immediately. It takes a little time. What an art critique
does is give each viewer a way to interact with the art and become a part of the experience. The
more you study the art the more likely you will come to a better understanding of the artist’s
intentions.
When looking at art, you as the viewer are convinced that the artist has a secret message inside the
artwork that only you can uncover. A critique helps the viewer collect hints as to what the hidden
message is. When you critique, first you identify, then you describe what you see. Then you
analyze your findings and interpret what you see. After reviewing these four criteria you can then
make some judgments.
Directions for Class Gallery Walk: Walk around and view your classmates’ self-portraits. Each piece
is numbered. For each piece:
1. Identify:
The title
The artist
The time
The place
2. Describe: What do you see and how does it make you feel?
3. Analyze:
How does the artist use the elements and principles of art and design to organize
his/her art and communicate his/her artistic intent?
How does the artist pay homage to a specific cultural heritage?
4. Interpret: What does the artist want you to take with you after viewing his/her artwork?
5. Judgment: What are your personal opinions about this artwork?
After writing your thoughtful response, place it on the wall by the corresponding artwork. State any
comments regarding an artwork in artistic terms. Avoid making it personal.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 26
Music (Elementary)
Sample D
Kindergarten Summative Assessment
Overview: Recordings or live performances of known or unknown music can be used to assess.
The entire assessment can be given using one song, if desired. The teacher plays or performs the
musical example, then questions students on each musical element, and uses the rubric provided
to evaluate students. Students should have at least 3 opportunities to demonstrate knowledge of
each element (except beat). Student responses can be given verbally, written on answer sheets
(see next page), or displayed with answer cards. Beat can only be assessed through moving,
playing an instrument, or drawing during the example. Verbal responses require individual
evaluation, whereas the answer sheet or answer cards would allow for a faster, whole group
assessment.
Alignment to the TEKS: This Kindergarten assessment covers the following Kindergarten Music
TEKS:
K.1.A. Identify the difference between the singing and speaking voice
K.4.A. Identify steady beat in musical performances
K.4.B. Identify higher/lower, louder/softer, faster/slower, and same/different in musical
performances
A partial sample test is shown on the next page. Alternately, the illustrations could be made into
different answer cards.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 27
Sample D (continued)
Partial Sample Kindergarten Assessment
(for the Student)
Part 1. Identify Long/Short: Circle the “Long block” for long sounds. Circle the “Short block” for short
sounds.
1.
Long Short
2.
Long Short
3.
Long Short
Part 2. Identify Voices: Circle the voice you hear.
1. 2. 3. 4.
Picture representations for the other elements could include:
High/Low - bird/frog
Fast/Slow - rabbit/turtle
Loud/Soft - sun/moon
Same/Different - circle-circle/circle-square
Name: .
Kindergarten Music First Semester
EM1AK: Read icons for long and short sounds and silence in duple meter
Circle the “Long block” when you hear long sounds.
Circle the “Short block” when you hear short sounds.
Name: .
Kindergarten Music First Semester
EM1AK: Read icons for long and short sounds and silence in duple meter
Circle the “Long block” when you hear long sounds.
Circle the “Short block” when you hear short sounds.
Name: .
Kindergarten Music First Semester
EM1AK: Read icons for long and short sounds and silence in duple meter
Circle the “Long block” when you hear long sounds.
Circle the “Short block” when you hear short sounds.
Name: .
Kindergarten Music First Semester
EM1AK: Read icons for long and short sounds and silence in duple meter
Circle the “Long block” when you hear long sounds.
Circle the “Short block” when you hear short sounds.
Name: .
Kindergarten Music First Semester
EM1AK: Read icons for long and short sounds and silence in duple meter
Circle the “Long block” when you hear long sounds.
Circle the “Short block” when you hear short sounds.
Name: .
Kindergarten Music First Semester
EM1AK: Read icons for long and short sounds and silence in duple meter
Circle the “Long block” when you hear long sounds.
Circle the “Short block” when you hear short sounds.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 28
Rubric for Kindergarten Summative Assessment
(for use with Sample D)
Standards ↓ 1
Beginning 2
Developing 3
Mastered
Identify High/Low
Cannot correctly identify high or low (0-1 correct)
Sometimes correctly identifies high or low (2 correct)
Corrrectly identifies high or low (All 3 correct)
Identify Fast/Slow
Cannot correctly identify fast or slow (0-1 correct)
Sometimes correctly identifies fast or slow (2 correct)
Corrrectly identifies fast or slow (All 3 correct)
Identify Loud/Soft
Cannot correctly identify loud or soft (0-1 correct)
Sometimes correctly identifies loud or soft (2 correct)
Corrrectly identifies loud or soft (All 3 correct)
Identify Long/Short Cannot correctly identify long or short (0-1 correct)
Sometimes correctly identifies long or short (2 correct)
Corrrectly identifies long or short (All 3 correct)
Identify Same/Different
Cannot correctly identify same or different (0-1 correct)
Sometimes correctly identifies same or different (2 correct)
Corrrectly identifies same or different (All 3 correct)
Identify Voices
Can indentify 2 or fewer voices
Correctly identifies 3 voices
Correctly identifies all 4 voices
Identify/Perform Beat
No steady beat Sometimes steady but does not remain consistent for more than 8 beats
Consistently steady for 16 beats
Scoring: Totals Subtotal each column.
Then add across for the total points in the
‘Final Score’ box.
Subtotal: Subtotal: Subtotal: Final Score:
Final Score and Performance Level (circle one):
7-10 points = Beginning
11-17 points = Developing
18-21 points = Mastered
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 29
Sample E
Elementary Music Rhythm and Melody Assessment Rubric
Overview: This rubric has been created to assess elementary music knowledge of rhythm and
melody. The rubric is generic—meaning that it can be used for any elementary grade level and at
the beginning, middle, and/or end of the year. Customize the rubric for the specific situation by
filling in the elements that are being assessed. The rubric is structured for individual student
assessment.
For example, when using this rubric to assess a second grade student at the beginning of the year
as a source of evidence for starting points, fill in the rhythmic and melodic elements that were
taught in first grade (quarter note, paired eight note, quarter rest). When using the rubric for the
students at the end of second grade, for example, fill in the rhythmic and melodic elements taught in
second grade as well as any “stretch” elements taught to prepare students for third-grade music.
There are areas where a 4-beat pattern is recommended; however, if you are assessing upper
elementary students, that could be changed to a longer phrase. Overall, this document is meant to
be a framework for teachers to use. It can be customized in any way to fill a particular classroom
situation. If desired, the rubric can be split into one for rhythmic elements and one for melodic
elements.
The sample rubric is on the next page. Note that under the last element, Melodic Elements: Visual
or written Representation, the visual representation can be notes on a staff, a line drawing of the
melodic contour, or use of manipulatives such as Unifix cubes.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 30
Elementary Music Assessment Rubric - Rhythm and Melody (Sample E, continued) Student Name: Grade: Date of Assessment: Score:
Rhythmic Elements Assessed: TEKS:
Melodic Elements Assessed: TEKS:
Element ↓ Unable (0 pts)
Poor: 1 point Fair: 2 points Good: 3 points Excellent: 4 points
Rhythmic Elements: Aural
Student is unable to complete the task.
When the teacher claps a 4-beat pattern, the student repeats the pattern and says the rhythm syllables with three or more errors.
When the teacher claps a 4-beat pattern, the student repeats the pattern and says the appropriate rhythm syllables with 2 errors.
When the teacher claps a 4-beat pattern, the student can repeat the pattern and say the appropriate rhythm syllables with 1 error.
When the teacher claps a 4-beat pattern, the student can repeat the pattern and say the appropriate rhythm syllables with no errors.
Rhythmic Elements: Written
Student is unable to complete the task.
When the teacher claps a 4-beat pattern, the student writes rhythm syllables with 3 or more errors.
When the teacher claps a 4-beat pattern, the student can write the appropriate rhythm syllables with no more than 2 errors.
When the teacher claps a 4-beat pattern, the student can write the appropriate rhythm syllables with 1 error.
When the teacher claps a 4-beat pattern, the student can write the appropriate rhythm syllables with no errors.
Rhythmic Accuracy: Reading
Student is unable to complete the task.
When the teacher presents the student with a written 4-beat rhythm, the student claps the rhythm and uses rhythm syllables with 3 or more errors.
When the teacher presents the student with a written 4-beat rhythm, the student is able to accurately clap the rhythm and use the appropriate rhythm syllables with no more than 2 errors.
When the teacher presents the student with a written 4-beat rhythm, the student is able to accurately clap the rhythm and use the appropriate rhythm syllables with no more than 1 error.
When the teacher presents the student with a written 4-beat rhythm, the student is able to accurately clap the rhythm and use the appropriate rhythm syllables with no errors.
Melodic Elements: Solfege hand-signs
Student is unable to complete the task.
When the teacher sings a 4-beat series of pitches using solfege syllables, the student echoes the phrase using the hand signs with 3 or more errors.
When the teacher sings a 4-beat series of pitches using solfege syllables, the student is able to echo the phrase using the correct hand signs with no more than 2 errors.
When the teacher sings a 4-beat series of pitches using solfege syllables, the student is able to echo the phrase using the correct hand signs with no more than 1 error.
When the teacher sings a 4-beat series of pitches using solfege syllables, the student is able to echo the phrase using the correct hand signs with no errors.
Melodic Elements: Visual or written Representation
Student is unable to complete the task.
Student creates a visual representation of a well-known song or 4-beat melodic phrase with 3 or more errors.
Student creates a visual representation of a well-known song or 4-beat melodic phrase with no more than 2 errors.
Student creates a visual representation of a well-known song or 4-beat melodic phrase with no more than 1 error.
Student creates a visual representation of a well-known song or 4-beat melodic phrase with no errors.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 31
Sample F
Fourth Grade Music “Texas Our Texas” Words Assessment
This assessment may be administered in writing or orally. It is only a portion of a larger written test,
which may be used in conjunction with the summative performance assessment described in Sample
E. It is based on TEKS 117.15 5(B), the proposed new TEKS revision.
Student Name: ___________________________________________ Date:_____________________
Texas, Our Texas
Verse 1
Texas, Our Texas! All hail the _____ State!
Texas, Our Texas! So wonderful so ____!
_____ and grandest, withstanding ev'ry test
O ______ wide and glorious, you stand supremely blest.
Chorus
God bless you Texas! And keep you _____ and strong,
That you may grow in power and _____, throughout the ages long.
God bless you Texas! And keep you brave and ____,
That you may grow in ____ and worth, throughout the ages long.
Verse 2
Texas, O Texas! Your freeborn single _____,
Sends out its radiance to _____ near and far,
Emblem of _____! It set our hearts aglow,
With thoughts of San Jacinto and glorious _______.
(Chorus)
Verse 3
Texas, dear Texas! From tyrant grip now _____,
Shines forth in splendor, your ___ of destiny!
Mother of ____, we come your children true,
Proclaiming our allegiance, our faith, our ____ for you.
(Chorus)
Score _______ / 16 = ________ %
NOTE: The teacher may choose to revise this document by omitting the word list, and/or use another
patriotic song (i.e., the Star-Spangled Banner) required in the TEKS.
Word List
heroes
great
brave
star
freedom
love
mighty
Alamo
worth
strong
star
nations
free
empire
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 32
Sample G
Upper Elementary Instrumental Performance Rubric
Overview: This rubric can be used to assess an individual instrumental performance on any band
instrument, recorder, or xylophone. A video or audio recording of each student’s performance is
recommended in order to thoroughly assess each element. Although written for 5th Grade, the rubric is
appropriate for any upper elementary performance.
Alignment to the TEKS: This rubric measures knowledge of the following Fifth Grade Music TEKS:
5.1(B) use standard terminology in explaining music, music notation, musical instruments and voices,
and musical performances
5.2(A) perform independently, with accurate intonation and rhythm, demonstrating fundamental skills
and basic performance techniques
5.2(B) perform expressively, from memory and notation, a varied repertoire of music representing styles
from diverse cultures
5.3(A) read standard notation
5.3(C) read and write music that incorporates rhythmic patterns in various meters
5.3(D) identify music symbols and terms referring to dynamics, tempo, and articulation
5.5(C) perform music and movement from diverse cultures
5.5(D) perform music representative of American and Texas heritage
The sample rubric can be found on the next page.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 33
Sample G (continued)
Upper Elementary Instrumental Performance Rubric
Levels →
Criteria ↓ 1 2 3 4 N/A
Beat *Inconsistent beat
*Stops/restarts twice or more
*Inconsistent beat
*Stops/restarts once
*Initially steady beat, may speed up or slow down
*No stopping
*Flawless, steady beat throughout
*No stopping
Rhythm *6+ missed rhythms *4-5 missed rhythms *2-3 missed rhythms *0-1 missed rhythms
Pitch *7+ missed notes *5-6 missed notes *3-4 missed notes *0-2 missed notes
Hand Position/
Fingerings
*Incorrect hand position
*Many incorrect fingerings/holes are not completely covered
*Correct hand position
*Many incorrect fingerings/holes are not completely covered.
*Correct hand position *One or two notes are played with incorrect fingerings/holes not completely covered.
*Correct hand position
*All correct fingerings/all holes completely covered
Tone
*Blasting
*Unsteady tone
*Unsupported/not enough air to play many pitches
*Fuzzy tone
*Some notes do not speak
*Nice sound overall, but some notes sound forced/pinched
*Strong and supported, not forced
Articulation
*No articulations are played correctly, or
*All notes are played slurred or tongued
*4-6 measures of missed articulations
*2-3 measures of missed articulations
*All written articulations are played
Sticking
*4 or more errors - Sticking patterns are frequently incorrect
*3 errors in sticking patterns *1-2 errors in sticking patterns *All sticking patterns are played correctly
Percussion
Technique
*3 or more errors - No evidence of correct playing technique. Does not pay attention to palm position or the use of wrists to move the stick/mallet.
*2 errors - Correct playing technique is sometimes used. Palms face up most of the time. Most of the time elbows move the stick/mallet.
*1 error - Correct playing technique is usually used. Palms face up sometimes. Sometimes elbows move the stick/mallet instead of wrists.
*Correct playing technique. Palms are down; fingers are used to control the level of bounce. Wrists move the stick/mallet.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 34
Dance (Elementary)
Sample H.
Summative Performance Assessment Plan – Grades PreK-2
Overview: Students will perform a teacher-generated creative movement sequence that they have
repeatedly practiced in the classroom for at least a month. The sequence might contain different arm
movements, turns, level changes, locomotor movements, characterizations, imagery, etc. Students will:
practice the dance in the classroom with the whole class;
perform the dance in the classroom in assessment groups of four (4) students; and
listen to class audience members respond/evaluate the personal dance style and presentation
of the performers.
The assessment for this in-class performance will count for the whole summative grade.
Timeline: This will depend on the number of students in each class. However, with students coming to
class once a week it is realistic to plan on at least a two-week timeline for testing.
Day Lesson Task Assessment Response/Evaluation
Day 1 Short warm up Short class practice of the creative movement sequence being tested
Predetermined testing groups are called to perform the creative movement sequence at least twice
Members of the class verbally report on the well-executed movements they saw in the groups, and elements of good presentation such as dynamics, facial expression and energy. The teacher should lead this discussion and could prompt the students with questions like, “Did you see someone smiling?”, “Who had very strong arm movements?”, “Was someone turning very fast?”, etc.
Day 2 Same Same Same Same
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 35
This sample assessment is based on the following TEKS:
Dance.PreK.1C Imitate dance terms and vocabularies (body parts, locomotor and axial movements)
Dance.PreK.2E Perform an improvisational movement phrase for teacher and peers
Dance.PreK.2F Practice performing in front of teacher and peers
Dance.PreK.4B Use words to identify the images and feelings in dance works
Dance.PreK.4D Begin to practice appropriate audience behavior during live performances
Dance.K.1C Demonstrate dance terms and vocabularies (body parts, locomotor and axial movements)
by moving and speaking dance languages
Dance.K.2E Perform a short movement phrase for teacher and peers
Dance.K.2F Practice performance skills with focus and confidence
Dance.K.4B Contribute to group discussions about dance works guided by the teacher using basic
dance vocabulary (level and shape)
Dance.K.4D Begin to practice appropriate audience behavior during live performances
Dance.1.1C Demonstrate basic dance terms (i.e. plié, contraction grapevine, isolation) and
vocabularies for a variety of dance forms by moving and speaking dance languages
Dance.1.2E Perform movement studies for reflection and incorporate teacher and peer feedback
Dance.1.2F Practice performance skills with concentration and clarity
Dance.1.4B Contribute to group discussions about dance works using basic dance vocabulary (i.e.
shape, level, direction and fast/slow tempo)
Dance.1.4D Practice appropriate audience behavior during live performances
Dance.2.1C Demonstrate (moving and speaking) beginning technical dance terms and vocabularies for
a variety of dance forms
Dance.2.2E Perform movement studies for teacher and peer feedback to improve composition and
performance skills
Dance.2.2F Practice performance skills of simple dance patterns and improvised movement with
concentration, clarity and expression
Dance.2.4B Contribute to group discussions of dance works describing similarities and differences of
dance elements used in various dance forms
Dance.2.4D Model appropriate audience behavior during live performances
Note: A rubric for evaluating the assessment in Sample H is included after Sample I below.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 36
Sample I.
Summative Performance Assessment Plan – Grades 3-5
Overview: Students will perform a teacher generated dance that may have been created for a spring
dance show or demonstration. Students will:
practice the dance in the classroom with the whole class;
perform the dance in the classroom in assessment groups of four (4) students; and
listen to class audience members respond/evaluate the personal dance style and presentation
of the performers.
The assessment for this in-class performance will count for the whole summative grade.
Timeline: This will depend on the number of students in each class. However, with students coming to
class once a week it is realistic to plan on at least a two week timeline for testing.
Day Lesson Task Assessment Response/Evaluation
Day 1 Short warm up Short class practice of the dance being tested
Predetermined testing groups are called to perform the dance at least twice
Members of the class verbally report on the well-executed movements they saw in the groups, and elements of good presentation such as dynamics, facial expression and energy
Day 2 Same Same Same Same
This sample assessment is based on the following TEKS:
Dance.3.1C. Execute (moving and speaking) beginning technical dance terms and vocabularies for a
variety of dance forms
Dance.3.2E. Perform dances using teacher review criteria for teacher and peer feedback and to
improve composition and performance skills
Dance.3.2F. Practice performance skills of memorized dance patterns and improvised movement with
concentration, clarity and expression
Dance.3.4A. Discuss personal reactions to dance content and themes
Dance.3.4D. Model appropriate audience behavior during live performances.
Dance.4.1C. Execute (moving and speaking) intermediate technical dance terms and vocabularies for
a variety of dance forms
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 37
Dance.4.2E. Perform dances using teacher review criteria for teacher, peer, and self-evaluation and for
the purpose of refining composition and performance skills
Dance.4.2F. Practice performance skills of memorized dance sequences and improvised movement
with commitment and clarity to convey meaning
Dance.4.4A. Compare the main ideas of dances from a variety of dance forms
Dance.4.4D. Model appropriate audience behavior and practice engagement during live performances
Dance.5.1C. Execute (moving and speaking) intermediate technical dance terms and vocabularies for
a variety of dance forms
Dance.5.2E. Perform dances using teacher review criteria for teacher, peer and self-evaluation and for
the purpose of refining composition and performance skills
Dance.5.2F. Practice performance skills of memorized complex dance sequences and improvised
movement with greater accuracy, focus, energy and intent
Dance.5.4A. Recognize and explain how dance uses symbolism to convey dance ideas
Dance.5.4D. Model appropriate audience behavior and practice engagement during live performances
Note: A rubric and score sheet for evaluating the assessments in Sample H (Grades PreK-2) and
Sample I (Grades 3-5) is included below.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 38
Sample Rubric & Scoring Chart for Dance Summative Assessment
Pre-Kindergarten through Grade 5
(for use with both Sample H and Sample I)
Performance Level (and Point Value) → Performance Criterion (and Value) ↓
1 2 3 4
Scores
Performance Etiquette (20%)
Student does not show an understanding of proper behavior in front of an audience. (5 points)
Student is able to demonstrate proper behavior in front of an audience and/or off-stage. (10 points)
Student is able to distinguish between appropriate and inappropriate performance etiquette. (15 points)
Student is able to evaluate the performance etiquette of self and others. (20 points)
Points for Performance Etiquette: __________
Technical Skills (40%) Rubric continued on next page.
Student shows understanding of kinesthetic awareness and demonstrates basic dance terms for a variety of dance forms and locomotor movements. (10 points)
Student incorporates increasing kinesthetic awareness and consistently demonstrates basic dance terms for a variety of dance forms and locomotor movements. (20 points)
Student performs basic dance kinesthetic awareness in various body directions, spatial patterns and formations. Student demonstrates basic dance terms with some balance, alignment and articulation. Student explores more complex locomotor movements. (30 points)
Student performs basic dance terms with appropriate alignment, balance and body articulation. Student successfully performs complex combinations of locomotor movements. (40 points)
Points for Technical Skills: __________
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 39
Sample Elementary Dance Rubric, cont’d. Sight Reading/ Memory (20%)
Student recognizes and demonstrates some of the movement shown in dance class. (5 points)
Student quickly recognizes and demonstrates half of the movement shown in dance class. (10 points)
Student quickly recognizes and demonstrates over half of the movements shown in dance class. (15 points)
Student quickly recognizes and demonstrates almost all of the movements shown in dance class. (20 points)
Points for Sight Reading/ Memory: __________
Presentation of Choreography and Personal Artistry (20%)
Student displays performance skills with concentration and clarity. (5 points)
Student displays performance skills with concentration, clarity and expression. (10 points)
Student displays performance skills with concentration, clarity and an intent to convey meaning. (15 points)
Student displays performance skills with greater accuracy, focus, energy and intent. (20 points)
Points for Presentation: __________
Total Summative Score
___________
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 40
Students’ Progress Guidance: Middle School Theatre & Dance
Students’ Progress is a student learning measure that uses different types of summative
assessments to measure how much content and skill students learned over the duration of a course
or year, based on where they started the subject or course.
For their sources of evidence for starting point categories, teachers of middle
school courses in the arts should consider using:
Diagnostic assessments or pre-assessments, such as a written and/or
performance-based skills test. This could include the first unit test or
performance assessment for the course. Note that a diagnostic or pre-
assessment is not the same assessment given at the beginning of the course
(which needs to include prior knowledge/objectives) and at the end of the
course (which should include all key course objectives and perhaps even
some “stretch” objectives from the next level of the course).
Prior-year grades in the previous level of the course, or in a related course
SAMPLE SUMMATIVE ASSESSMENTS
Sample summative assessments for use as Students’ Progress measures,
which include rubrics, performance tasks, and portions of written tests, are
provided in this document for teachers of the arts.
These are SAMPLE assessments only, and NOT meant to be required. These materials were
submitted by HISD teachers of the arts. These samples do not all follow the same format, as they
represent what expert teachers in the arts feel could be used to best assess their courses. These
materials may be used by teachers as a model for their own summative assessments, but are NOT
required assessments. Note that there is currently no sample assessment available for middle
school music, but sample music assessments can be found in the elementary section and adapted
for the secondary level. Similarly, there is currently no sample assessment available for middle
school visual art, but elementary and high school examples are included in this document.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 41
Theatre (Middle School)
Sample J.
Summative Performance Assessment Ideas
Devised Theatre: After creating a play (in rehearsal, over the course of 3-5 weeks) through
improvisation, students doing a unit on devised theatre would record what was said in the form of a
script, and then perform the play for a final grade.
Scripted Play or Scenes from a Play: After rehearsing (staging scenes, memorizing lines, running
scenes, trying new ideas in scenes, creating detailed characters, working on diction, projection, and
being heard) a scripted play for 3-5 weeks, students perform a play or scenes in front of an
audience (either before the public or their peers in class).
Theatre-in-Education: (Theatre-in-Education is a didactic form of theatre intended to teach the
audience something). After creating a play through rehearsal in class (over the course of 3-5
weeks) on a topic of students’ choice, students perform a piece of theatre-in-education before the
given audience.
Theatre Practitioner Unit: After studying and putting into practice the methods of a theatre
practitioner during the rehearsal period (such as Konstantin Stanislavski, Anne Bogart, Viola Spolin,
Augusto Boal, or Lynn Murray), students perform a given piece that illustrates a method of working
from the given practitioner.
Improvisation: Improvisation is theatre without a script, or “making things up as you go along.”
With middle school students, the rigor of a unit on improvisation lies in the frequent use of listening
skills, awareness of an actor’s partner, and yielding control of a scene. After learning, practicing,
and mastering concepts needed for optimal improvisation through improvisation games and
formulas during the rehearsal period (of 3-5 weeks), students do a final improvisation performance
for a grade.
Sample assessment ideas are based on the following TEKS:
6.1, 7.1, 8.1, A-D. Perception: The student develops concepts about self, human relationships, and
the environment, using elements of drama and conventions of theatre.
6.2, 7.2, 8.2, A-D. Creative expression/performance: The student interprets characters, using the
voice and body expressively, and creates dramatizations.
6.3, 7.3, 8.3, A-D. Creative expression/performance: The student applies design, directing, and
theatre production concepts and skills.
6.4, 7.4, 8.4, A-D. Historical/cultural heritage: The student relates theatre to history, society, and
culture.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 42
Sample Rubrics - Theatre Arts grades 6, 7, 8
The teacher could use the following rubrics to evaluate both rehearsal and performance for any of
assessments listed on the previous page (Sample J).
Sample Rubric for Rehearsal (50 points)
REHEARSAL (Group Work: Initiative & Verbal Input)
Performance Level
Point Range
Student stays seated (or does not participate). Student doesn’t volunteer ideas.
1 0-10
Student has to be pressed to take part. Student makes no comments on ideas of others. Student is unenthusiastic about developing character & unclear about aims.
2 11-20
Student takes lead from others but does take part willingly. Student responds to ideas of others. Student occasionally offers their own ideas. Student relies on script and is unsure how to develop character.
3 21-30
Student is not a leader but enthusiastic about task. Student can explain their ideas clearly. Student is willing to work with script & develop ideas around text. Student is clear about group aims.
4 31-40
Student takes the initiative and leads group from outset. Student can articulate ideas and listen well to others. Student can develop script & add interesting dialogue. Student can improvise and experiment with character.
5 41-50
STUDENT SCORE: _________
Sample Rubric for Performance (50 points)
PERFORMANCE Performance
Level Point Range
Student mumbles and is not in role. Student is not engaged with the piece.
1 0-10
Student lacks awareness of others on stage. Student may laugh/communicate with audience and is not convincing in role. Student has not really thought about what I am doing.
2 11-20
Student can be heard throughout some of the piece. Student dips in and out of role and gets distracted. Student is aware of others when addressing them/being addressed. Student has given this performance some thought.
3 21-30
Student speaks clearly throughout the piece. Student stays in role throughout most of the piece. Student is aware of others. Student creates a developed character.
4 31-40
Student speaks with clarity and uses good diction. Student stays in role throughout. Student shows awareness of others on stage. Student creates a well-developed character.
5 41-50
STUDENT SCORE: _________
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 43
Dance (Middle School)
Sample K. Summative Performance Task
Solo/Ensemble Elements of Choreography
Overview: Students will choreograph a 2 minute solo. Students will:
Decide on a theme based on a statement/poem/ or instrumental music
Choose composition arrangements to support the theme
Invent movement that best expresses the idea
Plan and incorporate lighting, sound, and props
Design costume that supports the theme
Have tech and dress rehearsals
Perform the final product for the class
The assessments from this process count for half of students’ grade. The other half is a
comprehensive test. Grades will be given for preparation.
Timeline: 15 class days (1hr 10 min.) for approx. 6 weeks
Most class day pre-performance will consist of:
1st - A lesson with a specific task relating to objective for that day’s rehearsal
2nd - Warm up/technique
3rd - Student rehearsal
Performance days will be solely performance and critiques. On performance day, all students will
help facilitate as technical and backstage assistants. Student will be responsible for lights, sound,
costume and prop changes. Jobs will be rotated. Students will analyze and critique each scene.
Day Lesson Task Assessment
Day 1 Introduction of Unit: Solo/Ensemble Elements of Choreography AB/ABA/ Canon/Call and Response/Narration
1. Create a word, phrase, or sentence to describe yourself. 2. Create a movement sequence to support your description of yourself. Be sure both the movement and the phrase have a beginning, middle, and end. 3. Adjust movement by changing elements of time, space, or energy. 4. Do the phrase, and repeat it with the
Briefly describe the phrases of the dance clearly explaining how the middle is different (ABA).
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 44
changes. 5. Use this phrase to audition any dancers you may want to cast.
Day 2 Discuss “How to Audition Dancers”
Audition dancers with your phrase
Audition, and cast ensemble dancers
Day 3 Discuss The Principles of Dance Composition. Talk about incorporating Current Dance Technique into the dance. Student may also use basic axial and locomotor movements, climax, and resolution
Choose a theme (motif) for your dance. Decide on accompaniment for your dance (poem, instrumental music, silence).
Turn your theme and accompaniment in. Tell why the accompaniment supports the theme. Music Assessment
Day 4 Discuss transitions, and how to connect phrases, improvisation, and weight sharing
Create a map of pathways, and forms to support the theme. Discuss future classes and deadlines (i.e., costume)
Turn in map
Day 5 Performance Review 1 Peer Review Teacher Assessment
Day 6 Discuss sequencing, contrast
Vocabulary Test
Day 7 Discuss working cooperatively in groups
Connect the phrases with the transitions. Explore partnering skills that make the dance visually interesting
Day 8 Discuss costuming, character, and theme
Rehearse in costume with props
Costume Assessment
Day 9 Discuss tech jobs and assignments
Tech Rehearsal Vocabulary Test
Day 10 Performance Review 2 Peer Review Teacher Assessment
Day 11 Discuss Performance Criteria/Grading
Dress Rehearsal N/A
Day 12 N/A Peer Review Performance Assessment
Day 13 N/A Peer Review Performance Assessment
Day 14 N/A N/A Final Exam
Day 15 N/A N/A Final Exam
This sample assessment is based on the TEKS for middle school dance (Strands 1, 2, and 4, although these are currently undergoing revision). The following Principles of Composition also serve as a basis for this task:
A. Climax and Resolution 1. every dance has a beginning, middle, and end 2. the climax is the high point of the dance 3. the resolution dissolves or settles the dance
B. Contrast 1. adds interest to the dance
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 45
2. unlike movements are combined or juxtaposed C. Repetition
1. allows the audience to become familiar with the movements D. Sequencing and Development
1. the ordering of movements in a meaningful way E. Transition
1. a method of connecting dance phrases F. Unity
1. all the dance parts work together in a balanced, harmonious way G. Variety
1. a variety of dance movements engages and holds the audience's interest
Sample assessment for middle school dance may be evaluated using the rubric on the following
pages.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 46
Sample Rubric & Scoring Chart for Dance Summative Assessment
Grades 6-8 (for use with Sample K)
Performance Level (and Point Value) → Performance Criterion (and Value) ↓
1 2 3 4
Scores
Performance Etiquette (20%)
Student does not show an understanding of proper behavior in front of an audience. (5 points)
Student is able to demonstrate proper behavior in front of an audience and/or off-stage. (10 points)
Student is able to distinguish between appropriate and inappropriate performance etiquette. (15 points)
Student is able to evaluate the performance etiquette of self and others. (20 points)
Points for Performance Etiquette: __________
Technical Skills (40%) Rubric continued on next page.
Student shows an understanding of personal and shared space, alignment, balance, articulation of isolated body parts and basic locomotor movements. (10 points)
Student demonstrates increasing kinesthetic awareness, more consistent alignment and balance, higher articulation of isolated body parts and more complex locomotor movements (20 points)
Student incorporates kinesthetic awareness in various body directions, spatial patterns and formations. Student incorporates consistent alignment, balance and articulation of isolated body parts at increasing levels of dance skills and locomotor movements. (30 points)
Student performs technical skills with advanced awareness of all spatial dance patterns and formations. Student performs technical skills with appropriate alignment, balance, and body articulation. Student successfully performs complex combinations of locomotor movements. (40 points)
Points for Technical Skills: __________
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 47
Sample Middle School Dance Rubric, cont’d. Sight Reading/ Memory (20%)
Student quickly recognizes at least 30% of dance movement shown in dance class and demonstrates at least 20% of dance movement shown in dance class. (5 points)
Student quickly recognizes at least 50% of dance movement shown in dance class and demonstrates at least 40% of dance movement shown in dance class. (10 points)
Student quickly recognizes at least 70% of dance movement shown in dance class and demonstrates at least at least 60% of dance movement shown in dance class. (15 points)
Student quickly recognizes at least 90% of dance movement shown in dance class and demonstrates at least 80% of dance movement shown in dance class. (20 points)
Points for Sight Reading/ Memory: __________
Presentation of Choreography and Personal Artistry (20%)
Student performs with clarity and accuracy with an awareness of the importance of musicality. (5 points)
Student performs with the intent to communicate with and to project to an audience, and with an awareness of musicality. (10 points)
Student performs with focus, energy, musicality, and artistic expression. (15 points)
Student performs with artistry, commitment, musicality, and stylistic nuance. (20 points)
Points for Presentation: __________
Total Summative Score
___________
An alternate/additional sample rubric for middle school dance can be found on the next page.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 48
Middle School Dance
Performance Assessment Rubric
(Additional Sample)
CRITERIA WEIGHT UNSATISFACTORY (Below Standard)
PROFICIENT (Minimum Standard)
ADVANCED (Exceptional Performance)
Understanding 25%
Student is unable to show a clear understanding of the elements studied 0…14
Student has basic understanding of the elements 15…20
Student demonstrates an exceptional understanding of the elements studied 21…25
Practice 25%
Student did not rehearse and was therefore unprepared for the assessment 0…14
Student has rehearsed regularly 15…20
Student is well rehearsed 21…25
Performance 25%
Student is unable to display a mastery of skills, and performance etiquette 0…14
Student is able to display an adequate mastery of the skills rehearsed, and of performance etiquette 15…20
Student displays an exceptional mastery of the skills rehearsed, and performance etiquette. 21…25
Overall Impact Energy, Enthusiasm, Sincerity
15%
Student has little energy or enthusiasm in their presentation of the elements. 0….5
Student has good energy in performing the elements and skills 6…10
Student has great energy and enthusiasm in their performance of the elements 11…15
Citizenship Willing to help others cooperatively
10%
Student worked alone, but was unable to cooperate with others and create a tech team 1…5
Student worked well with others and is willing to help others succeed 6….7
Student was extremely helpful with the other students and worked cooperatively within various groups 8…10
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 49
Students’ Progress Guidance: High School Art, Theatre, & Dance
Students’ Progress is a student learning measure that uses different types of summative
assessments to measure how much content and skill students learned over the duration of a course
or year, based on where they started the subject or course.
For their sources of evidence for starting point categories, teachers of high school
courses in the arts should consider using:
Diagnostic assessments or pre-assessments, such as a written and/or
performance-based skills test. This could include the first unit test or
performance assessment for the course. Note that a diagnostic or pre-
assessment is not the same assessment given at the beginning of the course
(which needs to include prior knowledge/objectives) and at the end of the
course (which should include all key course objectives and perhaps even
some “stretch” objectives from the next level of the course).
Prior-year grades in the previous level of the course, or in a related course
SAMPLE SUMMATIVE ASSESSMENTS
Sample summative assessments for use as Students’ Progress measures,
which include rubrics, performance tasks, and portions of written tests, are
provided in this document for teachers of the arts.
These are SAMPLE assessments only, and NOT meant to be required. These materials were
submitted by HISD teachers of the arts. They do not all follow the same format, as they represent
what expert teachers in the arts feel could be used to best assess their courses. These materials
may be used by teachers as models for their own summative assessments, but are NOT required
assessments. Note that there is currently no sample assessment available for high school music,
but sample music assessments can be found in the elementary section and adapted for the
secondary level.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 50
Art (High School)
Sample L
Art 1a Diagnostic/Benchmark Assessment (beginning of course)
Overview: Art 1 is the foundation/prerequisite course for all other high school art courses. The
following tasks are intended to help teachers diagnose students’ experiences with beginning art
concepts and skills at the start of the course. They may be used as sources of evidence for student
starting points for beginning art classes, including Art1a, PAP Art 1a, and Pre-IB Art 1a.
Timeline: The diagnostic/benchmark assessment is presented at the start of the second full week of
class and is designed to take one class period. This will allow late enrollees and those with
schedule changes to join the class. Despite class shifts/student mobility, the teacher still has time to
gather evidence of student preparation, as this benchmark may be used by all teachers in a PLC.
The assessment document is easily transferred.
Alignment to TEKS: This benchmark focuses strongly on Strand 1 (Perception, 9.1A-12.1A) and
Strand 2 (Expression and Performance 9.2A-11.2A) of the high school TEKS, Grades 9-12.
___________________________________________________
Sample Diagnostic/Benchmark Assessment:
Chair and Tree Perspective (for the Student)
Name: __________________________________ Date: ___________ Class Period: _____
Perspective Assessment
Exercise 1: On the back of this page, imagine and then draw the following scene.
Three trees of the same type and maturity are at different distances from the viewer (you).
The first tree is less than 50 feet away. The second tree is approximately 300 feet away
(about the length of a football field). The third tree is a mile away, in the far distance.
You may place the trees in any type of scenery and can use any kind of tree, provided that
they are all the same type of tree, and about the same age. Please take some time to
consider the arrangement of your work, where it will be set, and if you want to add anything
besides the trees to make the artwork feel finished.
You may work in black and white or in color.
Exercise 2: Below, sketch a chair as accurately and in as much detail as you can. If you are
familiar with linear perspective, draw as many as you know how to: a chair in one-point perspective,
a chair in two-point perspective, and a chair in three-point perspective.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 51
Sample M
Art 1a Diagnostic/Benchmark Exercise: “Getting to Know You”
(beginning of course)
Overview: This questionnaire provides a task for the first day of class, and is a quick way to get a
sense of previous experience as well as language skills. If the diagnostic/benchmark assessment
above is used as the first source of evidence for student starting point categories, this student
survey could serve as an additional source.
___________________________________________________
“Getting to Know You” (for the Student)
Name: Age: Grade:
Previous Art Classes: (Where, with whom, what level, what medium?)
If you have had extensive formal or informal art training, do you think you will be challenged by this art class, or do you wish to speak with me about doing advanced level work?
What was the most “fun” art thing you have ever done?
What was the most truly meaningful thing you have done that you call “art?”
Do you have a favorite artist, art work, or period of art? Tell me what it is and explain, if you can, what you think attracts you to this particular work.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 52
What do you think you are the best at in art?
In what other area do you excel? (biology, reading car mechanics, swimming, washing dishes, etc.)
What new things do you want to learn in an art class?
Do you have any challenges that I should be aware of? (poor eyesight or hearing, unable to get supplies, language difficulties, ADD, work schedule, outside job?)
If you were an animal, what would you be? Draw yourself as this animal and list at least three character traits you have in common with this animal. You may use any medium.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 53
Sample N
Art 1a Studio Final Assessment:
“Room in Perspective” Studio Final Performance Assessment
(end of course)
A combination of this studio final and a written test comprise the final assessment. Using both will
allow all students to receive accurate credit for their understanding of concepts and mastery of
technique. This is particularly important and appropriate for students just acquiring English
language skills. Short answer combined with demonstration avoids the “right/wrong” answer issue
with using strictly multiple-choice testing.
This entire studio performance assessment is worth 60 possible points (see rubric below). The
written test that follows the performance assessment is worth 50 points, for a total of 110 possible
points on the final assessment (performance assessment and written test combined).
___________________________________________________
“Room in Perspective” Studio Final Performance Assessment
Rubric (for the teacher) and Checklist (for the student)
Possible Points for Drawing: 50 (8 points for each of the five criteria below) + 10 points (paragraph)
Criteria → Perspective
Use of one & two point
perspective
Value
Some curved objects painted
in rendered value; planar
objects painted in flat value
Depth of Space
Use of deep space with
foreground, mid-ground,
& background
Color
Use of color scheme
Light
Use of light source; cast
shadows
Points ↓ (award # of points with an X under each column)
Total Points
(sum across
each row)
8
7
6
5
4
3
2
1
+ Up to 10 possible points for paragraph. Paragraph must clearly explain the student’s process using correct vocabulary and complete sentences.
Score: (out of 60)
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 54
Sample O
Art 1a Studio Final Assessment:
Room in Perspective
(end of course - for the Student)
Directions: Create a believable three dimensional space using linear perspective and other techniques taught this semester. Samples → Requirements:
Painted in acrylic
Size 11” x 14”
Space or room in either one-point or two-point perspective
Objects in the room in both one- and two- point perspective
Single eye-level
Objects with rendered value and flat value used to create form
Glimpse of either an exterior space or another interior space, which shows foreground, mid-ground, and background.
Choose appropriate color scheme
Maintain one light source
Shade objects appropriately
Flat objects with flat value
Curved or round objects with rendered value
Objects become lighter or have less clarity as they recede from the viewer
Include cast shadows
On the back of the studio final type:
Name: _____________________________ Class Period: _______
In paragraph form: Explain the concepts you used to create your room. Be sure to include: color
scheme, and all the various ways you developed illusions of depth. Be specific, explaining where
you used one & two point perspective, types of shading etc.
The studio portion of the final will be completed in class during the last two weeks of the semester.
It will count as 50 points of your final exam. The remaining 50
points will come from a vocabulary test during exams.
Note: Studio final will be completed in class; it may not be
taken home. If additional time is needed, students may come
to lunch tutorials. Students have available a large selection of
visual examples created in previous years, both in hardcopy
and on computer.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 55
Sample P
Art 1a Written Test: Vocabulary
Overview: This is a sample written test – a vocabulary assessment given at the end of the semester
during the designated exam period. The vocabulary covers concepts and skills built over the entire
semester. Allowing for short answer and “drawn” demonstrations of concepts gives a clear
indication of student growth. This exam is worth 50 possible points.
___________________________________________________
Written Test (for the Student)
Name: Class Period:
Instructions: Define the terms and answer the questions below.
1. Composition:
2. Explain the difference between shape and form. Explain in words and draw a simple example of each.
3. Picture plane:
4. Illusion of space:
5. Positive and Negative Space: Explain and give a simple example.
6. Monochromatic color scheme:
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 56
7. Rendered value: Define and draw an example.
8. Flat value: Define and draw an example.
9. On the back of this page draw and completely label a color wheel. Include primaries, secondaries, and tertiaries.
10. What is the difference between value and intensity as they relate to color?
11. What is the horizon line?
12. Line:
13. Mixed Media: Define and give an example.
14. Draw a checkerboard in one-point perspective. Leave all working lines in place.
15. What is a tint of the color red?
16-18. We have studied many different rendering techniques. List 3.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 57
19-25. We have studied many ways that artists create space before the development of linear or mechanical perspective. (Hint: there are at least 16.) List, explain, and draw a simple visual example of 8 of these concepts. You may use watercolor, colored pencil, or regular drawing pencils (no acrylic).
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 58
Theatre (High School)
Sample Q
Theatre Arts Duet Scene
Final Performance Unit Plan
Overview: Students will, with a partner:
Find and memorize a 3-5 minute scene from a play
Design, draw, and execute a set design
Design, draw and execute a costume design
Plan and incorporate lighting, sound and props
Have line, blocking, character, tech and dress rehearsals
Perform the final product for the class
This scene will count as the performance ½ of your final exam grade; the other ½ will be a
comprehensive test.
Keep this sheet in your folder and bring to class every day. Bring your script, a pencil and
assignments to class every day. Pay attention to the due dates for assignments. Daily grades will
be given for rehearsals.
Most class days pre-performance will consist of:
1st half: Lesson with a specific task relating to the objective for that day’s rehearsal
2nd half: Student rehearsal time
On performance days all students will help facilitate as technical and backstage assistants for other
scenes. Approximately five scenes can be performed a day, and order of performance is
determined in advance. Light, sound, curtain, and set change jobs will be rotated. All students will
participate in the analysis and critique session following each scene.
Performance days will consist of:
set stage, lights, and sound for a scene
performance of scene
critique session
strike scene
Timeline: 14 class days (1.5 hour classes), approximately 5 weeks
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 59
Sample Q Theatre Arts Duet Scene - Final Performance Unit Plan
Day Lesson Task Assessment
Day 1 Introduce Unit Find a partner & begin looking for a scene
Turn in copy of scene - daily grade
Day 2 Review Ch. 13 of Stage and the School: “Stage Directions and Areas”
Final day to find scene
Begin line rehearsals
Day 3 Discuss Ch. 21 of Basic Drama Projects: “Memorizing”
Rehearse (try off book)
Homework- Learn your lines!
Rehearsal daily grade
Day 4 Discuss Ch. 5 of Stagecraft 1: “Props.” Discuss set requirements and sound and light requirements
Complete set design in class
Blocking rehearsal
Set Design - daily grade
Day 5 Discuss Ch. 28 of Basic Drama Projects: “Dressing in Character”
Discuss costume requirements
Complete costume design in class
Begin blocking rehearsals
Costume Design - daily grade
Day 6 Discuss benchmark assignments left
Review final scene vocabulary
Rehearse off book Rehearsal - daily grade
Day 7 Take final scene vocabulary test Rehearse off book Vocabulary Test
Day 8 Each student will recite the lines of their scenes before the teacher
Rehearse Students prove knowledge of their lines - test grade
Day 9 Discuss timeline
Personal conference with each student to discuss progress and technical requirements
Technical rehearsal Rehearsal - daily grade
Day 10 Give out and discuss comprehensive final exam review
Dress rehearsal
Rehearsal - daily grade
Days 11-14 Perform final scenes. *
Take turns performing scenes for class
Analyze and critique each scene
Daily grade given for technical assistance and participation in critiques
Day 15 Final exam – written test
* Note: Performing students will share light, curtain and sound cues needed with sound light and curtain tech
before each scene, then set, perform and strike. Approximately five scenes a day can be performed. Scenes
are evaluated using the rubric found after the Final Exam Grade Sheet below.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 60
This sample summative assessment is based on the following TEKS:
TEKS §117.64. Theatre, Level I.
(1) Perception. The student develops concepts about self, human relationships, and the
environment, using elements of drama and conventions of theatre.
(2) Creative expression/performance. The student interprets characters, using the voice and
body expressively, and creates dramatizations.
(3) Creative expression/performance. The student applies design, directing, and theatre
production concepts and skills.
(4) Historical/cultural heritage. The student relates theatre to history, society, and culture.
(5) Response/evaluation. The student responds to and evaluates theatre and theatrical
performances.
______________________________________ Final Exam Grade Sheet (for the Student)
Your final exam grade is comprised of: 50% - Duet Scene and 50% - Written Test
For the duet scene, actors are graded individually on five major areas:
Area Key Questions Score
Character and Concentration Was the character developed and evident? Were objectives and obstacles played effectively? Did the actor break character? Were the actors focused on each other and the scene?
_____/10
Diction and Volume Could the actors be easily heard? Were the actors understandable? Did they properly enunciate their words? Did they take time with their speech?
_____/10
Movement and Blocking Was movement well-rehearsed and planned? Did the actors use the whole stage? Was the blocking natural and motivated? Was technique evident?
_____/10
Staging Were the props and costumes appropriate to the scene? Was the stage set in an interesting manner? Was there music and was it appropriate to the scene?
_____/10
Preparation Was the actor prepared? Was the scene well-rehearsed? Did the actor know his lines?
_____/10
A score between one and ten is assigned for each category. These numbers are added together for
your final scene grade. Scene grade and final test grade are averaged for your final exam grade.
Name: ___________________________________ Period: ____________
Scene Grade: __________ Test Grade: __________ Final Grade: __________
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 61
High School Theatre Duet Scene Grading Rubric (for use with Sample Q)
Criteria
Character &
Concentration
Diction & Volume
Movement & Blocking
Staging
Preparation
Performance Level ↓
5
(9-10 points)
Character objective and obstacles were clearly defined
Depth and range of acting ability is evident
Never broke focus
Words are clearly articulated
Student can always be heard
An expressive variety of rate, pitch, tone and volume is used
Exemplary use of physicality and movement to enhance character and reflect purpose
Blocking is seamless, and motivated by character and objective to good effect
Set, props, costume, lighting, sound effects music were well executed and used seamlessly to enhance the scene and tell the story with artistry and effect
Scene is well prepared and rehearsed with attention to all elements
The scene is well memorized and polished
Evidence of much work and effort
4
(7-8 points)
Character objective and obstacles were somewhat defined
Depth and range of acting ability is good
Broke focus once or twice
Some poor articulation is evident 25% of the time
Student can usually be heard
An effective variety of rate, pitch, tone and volume is used most of the time
Good use of physicality and movement to enhance character and reflect purpose
Blocking is motivated by character and objective
Set, props, costume, lighting, sound effects music were evident and used with good effect to enhance the scene and tell the story
Good preparation with some polish
No obvious flaws
Good amount of effort evident
3
(5-6 points)
Character objective and obstacles were attempted
Depth and range of acting ability is somewhat lacking but the student showed an effort
Student went in and out of focus
Student is hard to understand or hear 50% of the time
Student attempts to use variety in speech but execution is lacking
Some use of physicality and movement to enhance character and reflect purpose
Blocking was not always motivated by character and objective
Set, props, costume, lighting, sound effects music were evident and appropriate and used to enhance the scene and tell the story
Preparation is very basic with one or two problems with execution
Memorization problems
Some evidence of effort
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 62
2
(3-4 points)
Character objective and obstacles were lacking
Little depth in the characterization is evident
Generally lacking in concentration and focus
Voice is hard to hear or understand 90% of the time
Student used limited vocal variety with regards to volume, pacing and tone
Student used little to no physicality in the scene, and moves without purpose
Little to no blocking, or blocking does not tell the story
Set, props, costume, lighting, sound effects music seemed last minute and lacking
Insufficient planning and execution of technical elements
Little signs of preparation or effort
A few lines come out but for the most part is not memorized
1
(1-2 points)
Character was not attempted, student is doing little more than walking around the stage
Was not focused on the scene
Voice could not be heard or understood
Used no vocal technique
Blocking was non-existent and student did not move on the stage
Set, props, costume, lighting, sound effects music were lacking or nonexistent
No evidence of preparation
No effort to memorize the lines
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 63
Dance (High School)
Sample R
Summative Performance Assessment
for Dance, Level IV: Choreography
Overview: The choreography performance assessment (1:30-3:00 minutes per student, 75 points) is combined with the written test (45 minutes, 25 points) for the final assessment grade. This page describes the choreography portion in which a group of students (or an individual) will create/choreograph a dance routine and perform it in front of the class and teacher, either on the stage or in the classroom, which should be organized to resemble a stage. Dance style is per teacher’s assignment. Music could be free choice or assigned by teacher. Special Instructions for the Teacher: Develop a choreography rubric and use it often throughout the year so that students become familiar with it; they should understand the criteria and scoring prior the actual choreography process and performance. Students should be provided with the time necessary to be able to create the choreography. Teacher needs to give specific feedback during progress reports and formal checks on the choreography creation. When using the rubric (provided below) for diagnostic assessment, assign students a shorter choreography or just a choreography sequence, and shorten the available time up to two school weeks to finish this assignment. Instructions/Information for the Students: The students should receive a written assignment at least six weeks prior the final exam, or two weeks prior to the diagnostic test (which may mean in the first week of the course). Be sure to provide students with the grading rubric so they can create their choreographies in line with project expectations.
The Choreography Project Handout (for Students)
Within your group (or by yourself if assigned so by your teacher), create a dance routine at least 32-beats (counts), or 1:30 – 3:00 minutes long.
Collect all the dance skills and elements and choreographic elements and structures that you have learned about. Make a kit of cards to have as a handy reference when you begin choreographing.
During creation of the dance routine follow the 7-step choreographic process: Seven Steps of Choreographic Process 1. Choose subject matter—the inspiration 2. Explore and select movement—inventing movement 3. Coordinate music and movement—outlining and organizing 4. Explore possibilities—experimenting with movement components 5. Refine and memorize choreography—practice, practice, practice 6. Add the finishing touches—details make a difference 7. Perform the choreography—exhibition at its best
Consult the rubric guidelines provided.
On the day of performance: prepare yourself through warm up and wear adequate dance outfit or costumes.
Collaborate and communicate with other members using appropriate dance vocabulary and applying dance etiquette at all times.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 64
Sample S
Dance Level IV Written Test*
(*SAMPLE items – the teacher may add more items/open-ended questions
to develop a test designed to take the student approximately 45 minutes.)
Part 1: True/False
Read each of the statements about dance below and circle whether the statement is true or false.
# Statement (Worth 1 point each.) True or False?
(Circle one.)
1 Less energy is required for movement when the body is aligned correctly.
True False
2 To attain the best stretch you should bounce in the stretched position. True False
3 Rudolf Laban was one of the founders of European modern dance. True False
4 Isadora Duncan thought that dance was a sacred art. True False
5 Dancers do not need teamwork skills. True False
6 Dancing teaches more than just steps. True False
7 Words are the only way to communicate. True False
8 The Greeks and Romans did not use dance in their theater epics. True False
9 The black bottom dance of the Roaring Twenties was considered shocking.
True False
10 Merce Cunningham, one of America’s pioneers in modern dance, is known for his classical approach to choreography.
True False
11 The Lion King uses 50 puppet costumes. True False
12 Only the crew needs to understand backstage behavior and etiquette. True False
13 If the performance space is large, you do not need a technical rehearsal. True False
14 Western European dance forms and West African dance forms both depend on vertical alignment as the basis for movement.
True False
15 Taking a dance apart will help you better understand the choreographic process.
True False
16 All dances are appropriate for all audiences. True False
17 A collection of your work that showcases your abilities is called portfolio. True False
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 65
Part 2. Multiple Choice (2 points each) and Short Answer (4 points)
Circle the correct answer:
1. Practice ____________________________________________________. a) Makes you eager to tackle a challenge b) Requires an honest evaluation of the problem c) Makes perfect d) Occurs when emotional and meaningful connections are made
2. Which of the following founded a renowned ballet company in New York City?
a) Takaya Eguchi b) May O’Donnell c) Larry Lavender d) Robert Joffrey
3. Why do many dance companies do a group warm-up before a concert?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.
Scoring of Written Test: 17 true/false + 4 points multiple-choice + 4 points short answer = 25 points
The sample assessments provided for high school dance are based on the following TEKS:
Dance, Level IV: §117.59
Choreography Performance Assessment Strands: (1) Perception, (2) Creative
expression/performance, (3) Creative expression/performance, and (5)
Response/Evaluation.
Written Test Strands: (1) Perception, (2) Creative expression/performance, (3) Creative
expression/performance, (4) Historical/cultural heritage, (5) Response/Evaluation
Teacher teams identified these standards for an end-of-year assessment. Please refer to the TEKS
for specific requirements, knowledge, and skills within each standard.
HISD Supplemental Guidance for the Students’ Progress Measure – August 2012 66
Sample Rubric for Summative Performance Assessment:
The Choreography Project (for use with Sample R)
Criteria Group Work
(15 points)
Group Creativity
(15 points)
Technique Skills
(15 points)
Performance Skills
(15 points)
Rhythm/Tempo
(15 points) Performance
Level ↓
Excellent
13-15 total
points
Choreography reflects the strong collaboration from the group and individual efforts. The group is enthusiastic and progressive.
Group choreography reflects a successful, dynamic routine with unique combinations.
Dance performed with attention to quality of movement, body position, and stage presentation, with an excellent knowledge of dance style.
The dancer creates a believable character on stage and is able to engage the audience completely through the performance.
Shows a complete understanding of tempo and beat, and stays on rhythm throughout the dance.
Good
10-12 total
points
Choreography reflects a good effort from the group/individual. The group is generally enthusiastic and somewhat progressive.
Group attempts and succeeds at creating something new. Group uses dance styles from class in new, original ways.
Dance performed with attention to most details of technique and stage presentation, but has not attained excellence in dance style yet.
The dancer communicates with audience and other dancers through eye contact and facial and body expression.
Generally accurate in beat, tempo, rhythms of dance sequences most of the time.
Fair
7-9 total points
Choreography reflects some effort from the group/individual. The group shows some interest for their work.
Group attempts to create something new, but only rearranges patterns, elements, and combinations taught in classes.
Dance performed with some accuracy in technique and stage presentation, with proficiency in dance style.
The dancer is generally focused, but only some attempt made to communicate to either audience or other dancers.
Partially accurate in beat, tempo, rhythms of dance sequences most of the time.
Poor
4-6 total points
Choreography reflects very little effort from this group/individual. Group enthusiasm is low.
Group repeats dance combinations taught in class. No attempt to create anything new.
Dance performed with some understanding of technical and stage presentation elements, with poor level of execution.
The dancer is partially focused, concentrated or committed to performance.
Shows a basic understanding of tempo and beat, but falls behind and/or speeds up in places or makes errors in rhythm.
Unsatisfactory
0-3 total points
Choreography does not reflect any effort from this group/ individual. Group does not show any interest for their work.
Group does not attempt to either repeat clean combinations taught in class or to create anything new.
Dance performed in fragments; the dancer remembers some portion of dance, little attention paid to how movements are done or other details in dance.
Dancer is not at all focused, concentrated or committed to performance.
Attempts to keep a rhythm, but gets off beat and speeds up or falls behind often. Does not follow beat and tempo in music.