Edtpa Pfa Assessment Commentary

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

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

a. Identify the specific learning objectives measured by the assessment you chose for
analysis.
[The analysis that I chose had three parts to it. The students assessed each other, themselves,
and they received an assessment from me. The students were required to rate each group (they
were in groups of 4 for their circle song projects; there was a total of 5 groups) they were not.
Therefore, each group received a total of 16 peer reviews. I did this so that the students could
think critically about what their peers were doing. It also was meant to engage them in the
learning process, thinking through what aspects of their peers group presentation aligned with
the expectations, etc. At the bottom of each of the peer rubrics, was a box for the students to
make comments to critique and encourage the other groups. I did this to give them practice at
thinking of ways to become better. I recognize that sometimes when a teacher asks the students
to explain what they could to make their presentation better, they do not always know how to tell
you. However, sometimes it generates ideas for how to verbally assess yourself when you are
required to assess others. Following that, the students were asked to fill out a self-rubric to
reflect their overall contribution to the group project. They were asked to rate how strongly they
agree or disagree with their contribution to the group, they were asked to assess the project as
a whole (was it interesting, fun, boring, etc.), and they were also asked if the teacher was helpful
and if they deemed the unit beneficial to them. At the bottom, I asked them to explain what they
did to contribute to their group project in a box. Below that, they are asked to list two things they
would change about this assignment to make it better. I told them that I valued what they had to
say about the project and to be honest with me. I explained to them that part of becoming a
better is being willing to take suggestions and constructive criticism to become better, in addition
to self-assessing (another reason that I wanted them to practice self-assessing). Below that
section, I asked them to give themselves a letter grade for this assignment. Though the end
assessment was not added to their overall grade in the class, I did not tell them that. I told them
that I was still grading their work and would assess them. Therefore, third part of the
assessment was done by me. Several students did not show up on the actual performance day
for several reasons (i.e. early Thanksgiving break travel plans, they were sick, had an excused
absences, etc.) so this part of the assessment actually helped them. While many of them may
not have contributed to the performance, many of them still made great contribution to the
group, used class time well, and completed the expectations for the assignment. Because those
who were absent helped to create their groups circle song, I felt like it was important to give
them feedback as well to make sure that their efforts during class time did not go unnoticed or
failed to be considered in their overall grade.]
b. Provide a graphic (table or chart) or narrative that summarizes student learning for your
whole class. Be sure to summarize student learning for all evaluation criteria submitted
in Assessment Task 3, Part D.
[Being that the end project for the unit incorporated key aspects of the learning goals for the
unit, it included a compilation of things. The students were to create a circle song (which we
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introduced in lesson 1 and used to teach how a song was most likely created in the context of
the field/work song era. In the circle song, they were to incorporate call and response. This was
introduced in lesson 2 as part of the music in the church tradition. Based on the inclass/impromptu sing-a-long to This Little Light of Mine as well as the video clips/musical
examples that I used in my lesson, they were able to see what call and response looked like in
context of music that came from the church and utilize that in their circle song projects. One
member determined the call while the other determined the answer. In addition, we
discussed that some of the main characteristics that R&B music is known for are the
syncopations (rhythms and beats) within the songs of that genre. Therefore, as part of the circle
song project, one member of the group had to incorporate a foundational/steady beat and
another was responsible for creating an alternative beat (the syncopation). By doing this, it not
only gave everyone in the group a responsibility and ensured that everyone needed to
contribute to the project in order for it to be done right, it also incorporated and summarized all
the learning goals in the unit for the entire class.]
c. Use evidence found in the 3 student work samples and the whole class summary to
analyze the patterns of learning for the whole class and differences for groups or
individual learners relative to applying the following within music/dance/theater:
knowledge/skills (e.g., tools/instruments, technical proficiencies, processes,

elements, organizational principles)
contextual understandings (e.g., social, cultural, historical, personal reflection)

artistic expression (e.g., interpretation, creativity, exploration/improvisation, individual
choices)
Consider what students understand and do well, and where they continue to struggle
(e.g., common errors, weaknesses, confusions, need for greater challenge).
[I elected to include the student self-rubrics as the work samples because it really required them
to think critically about their contributions and share their opinions about their place in the group.
I learned early on that they had difficulty verbalizing what they liked and did not like, what they
were doing right/wrong, how they could change their behavior/approaches to the group work to
make it better, etc. However, I noticed that when they were helping each other or critiquing one
another, they were able to pinpoint things to work on; I recognized that as an area of
improvement. Therefore, watching them grow and develop a vocabulary used to explain and
express their successes and areas of improvement, I chose to have them write about
themselves. By doing so I was able to and they were able to analyze the patterns of learning for
themselves as well as the rest of the class, exercising their personal reflections and individual
choices, based on their contextual understandings and artistic expression.]
d. If a video or audio work sample occurs in a group context (e.g., discussion), provide the
name of the clip and clearly describe how the scorer can identify the focus student(s)
(e.g., position, physical description) whose work is portrayed.
[Both of the video clips that I uploaded occur in a group text and are either during review of the
previous lecture and discussion of the current lecture (lesson 3, clip 1) or they begin with
impromptu performances (lesson 4, clip 2). In both situations the focus students are visible in
the camera at all times. In lesson 3 (clip 1), the students are sitting in front of the smart board in
a row of 5. There is a student on the far right, with the black jacket and long hair. Student 1 is
sitting to the left of him, in the black jacket with short hair. Student 2 is to the left of Student 1.
He is Hispanic with short hair. Student 3 is the student playing piano, but who eventually goes

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and gets me foot rests to use instead of the clipboard and pencil that was initially in my hand.
These students are in assigned seats so they are in the same seats in both video clips.]
2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback to support your explanations.
a. Identify the format in which you submitted your evidence of feedback for the
3 focus students. (Delete choices that do not apply.)
Written directly on work samples or in separate documents that were provided to the
focus students
In audio files
In video clip(s) from Instruction Task 2 (provide a time-stamp reference) or in
separate video clips
If a video or audio clip of feedback occurs in a group context (e.g., discussion), clearly
describe how the scorer can identify the focus student (e.g., position, physical
description) who is being given feedback.
[My evidence of feedback was a separate rubric sheet that included my assessment of their
contribution to the group assignment, if they used time wisely in class, and if they completed the
expectations for the assignment. This portion was given out of a total of 4 points each. In
addition to that, I have a section where I marked if they were present or not for the actual group
performance. I did not give points for this section because I realized that to some extent,
students still do not have control over if their parents take them out of school or allow them to
miss school for personal reasons. If it is an excused absence, the teacher cannot mark down for
their absence. The teacher is only responsible for giving the students the opportunity to make
up the work they missed. That was one thing that I had to make adjustments for; which I why I
added this form of rubric. I have bene so used to the culture of college, where students are
expected to be present for presentations and if they are not, it is counted against them if not
excused. Then again, in college, students do not have parents calling the school to pick them up
early or notify if they will not be attending class that day. Following that, I have a section at the
bottom for additional comments. I made it my business to write comments to all of my students
because I realized this would be the way I expressed to them how well I felt they did as well as
reveal some areas for growth. I handed the sheet to each student when I completed them all.]
b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the learning objectives measured.
[I base my feedback directly to the comments made by the students on their self-assessments.
On the self-assessment, named RATE YOURSELF, students are asked to which degree they
agree with the following statements: 1) This project was fun and I gave my all. 2) This project
was good, but I did not give my all. 3) I felt like the teachers was helpful and the unit was
beneficial. 4) This project was boring and I did not like it; I did not give my all. As previously
mentioned, there are two open-ended sections where the students can explain how they
contributed to the project as well as list two things they would change about eh assignment to
make it better. Therefore, based on their opinions from the top portion about the assignment and
well as their feedback about how to make it better, I was able to give feedback. On each
students feedback form from me, I share one strength and weakness of the performance (if
they were present) and a strength and weakness that I noticed about them during the work days
and practice time given in class. At the end of each assessment, I confirm that I take into
serious consideration their feedback for me to become better and improve lessons like this one
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should I ever have the opportunity to do it again. Student 1 mentions that he contributed to the
group by being the call person and that two things he would change to make it better would be
to pick his own group and for me to assign a call and response. Therefore, feedback addressed
his feedback directly. I also shared whether or not I agreed with what he said or not. Student 2
mentioned that his contribution to his group was brainstorming and that if he could change two
things it would be to give more time for the project and unit and he would pick his own group
also. Student 3 mentioned that he contributed to his group by playing the piano and that if could
change two things it would be to pick his own group as well and have someone singing. As you
can see, all of my focus students wanted to pick their own groups. I designed the lesson plan so
that I could fit together strengths and weaknesses and cater to the academic and language
learner needs within the classroom, but the students felt differently. I took that into consideration
and let them know that I would consider altering that part of the project to give the more say in
that area.]
c. Describe how you will support each focus student to understand and use this feedback
to further their learning related to learning objectives, either within the learning segment
or at a later time.
[ I will support each focus student to understand and use the feedback that I give to them to
further their learning related to their future by explaining to them that in order to become better,
you have to take your strengths and develop them. Likewise, you take your weaknesses and
sharpen them. I would also explain that constructive criticism is not bad and if used to propel
you forward while heeding to wisdom, then no one can stop them. In addition, I would make
them aware of the fact that they utilize three different kinds of assessment with this project, peer
assessment, self-assessment, and teacher assessment/feedback. By doing so, it will prepare
them in the future to learn how to critique themselves and their progress as if they were
critiquing each other. This feedback was in direct alignment with the National Standard 7
(evaluating music and music performances). That was the goal of this portion of the unit and this
type of formal assessment helps to develop skills needed to think critically about evaluation,
both with peers and with self.]
3. Evidence of Language Understanding and Use
When responding to the prompt below, use concrete examples from the clip(s) and/or
student work samples as evidence. Evidence from the clip(s) may focus on one or more
students.
You may provide evidence of students language use from ONE, TWO, OR ALL THREE
of the following sources:
1. Use video clips from Instruction Task 2 and provide time-stamp references for
evidence of language use.
2. Submit an additional video file named Language Use of no more than 5
minutes in length and cite language use (this can be footage of one or more
students language use). Submit the clip in Assessment Task 3, Part B.
3. Use the student work samples analyzed in Assessment Task 3 and cite
language use.
a. Explain and provide concrete examples for the extent to which your students were able
to use the
selected language function,

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vocabulary/symbols, AND
syntax or discourse
to develop content understandings.
[After watching the videos of my lessons, I realized that I did not spend as much time on
vocabulary as I intended to. I included so much into my lesson plans and did not account for the
time the discussions may go longer than planned or consider the time it would take to enforce
classroom management skills; having to constantly tell the students to stop talking while Im
talking or to put their phones away, or to stop playing with their guitars. Some days were better
than others, likewise some were more challenging than others. This all had an impact in the
amount of time we spent covering vocabulary words. We discussed them in context of each
lecture that they were presented in, but there was not a particular place where I all of them
being discussed was captured. Therefore, I am submitting a video clip where I am explaining
the rules, instructions, and expectations for the Circle Song project. In this 2 minute clip, you will
see me making use of the vocabulary words as well as giving examples for what it would sound
like. I explain call and response by making reference to a famous movie Sister Act 2 in 1:31;
where most of the students recognized the section at the end of the movie, but did not know that
that part of the music was a call and response. I utilized their prior knowledge, something they
were familiar with, as an example to bridge the gap between what they were learning in my unit.
You will also see me correcting several students throughout because they were getting antsy
toward the end of class. They were anxious to get up and move, but was unable to move quickly
and quietly, so I had to spend some instructional time refocusing them. Unfortunately, this
happened quite a bit during the unit with the guitars. We used the guitars in table mode (which
means to flip them over to use as a desk) for the worksheets. However, when I noticed they
were not able to have the guitars and not fidget with them, I decided to create a lesson where
we listen to and watch blues musical examples and a blues documentary. That way they would
not need their guitars and could not fidget with them. That seemed to work better. Nonetheless,
even though we incorporated the vocabulary into our discussions, we lost a lot of time in
between our discussions. Therefore there was no straight 5 minutes or less of video clips to
upload that reflected discussion of our vocabulary use. In this video, you will see me explaining
these concepts again. ]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1bc, describe next
steps for instruction:
For the whole class

For the 3 focus students and other individuals/groups with specific needs
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[The next steps for these guitar students would be to definitely review the vocabulary and to
plan time within the lesson to address it, use it in context, and allow them to apply it in the
context of their worlds today. There was not enough time spent on that and I believe that may
have caused a disconnect between what they presented in their group projects. When the
students began working on their projects, they were confused about the definition of a call and
response. Many of them assumed it was echoing; for example anywhere we go (anywhere we
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go), people wanna know (people wanna know). Therefore, I found myself having to reteach and
give new examples of call and response, even though we had covered it several times in the
lectures directly pertaining to R&B. I realized that I might have gone over that too quickly and
did not check, using proper assessment, for their understanding. That is definitely an area I plan
to work on. Also, I realized through watching the videos, I did not explain alternate beat as
syncopation, even though that it what I intended for it to be. My goal was to include these terms
in the presentation. Instead of saying syncopation and really making connections with the
students about what they were utilizing, giving them the vocabulary to describe what they were
doing, I used the words alternative rhythm; different from the steady beat. Being conscientious
about knowing what I am saying and conveying it how I intend to is something I noticed as a
result of self-reflecting and self-evaluating. I fully intend to work on that. Also, there would need
to be some other kind of assessment to ensure that students are being assessed on each
aspect of the unit. I prepared assessments for the actual lectures and musical examples, as well
as the performance peer/self/teacher rubrics. However, I noticed after it was too late that I did
not plan assessments for vocabulary. I failed to utilize discussion as an informal assessment
because it was not my focus. I was focused on getting through the material for the day and the
key characteristics that needed to be conveyed in order to prepare the students to think critically
about the connections between the genres discussed. ]
b. Explain how these next steps follow from your analysis of students learning. Support
your explanation with principles from research and/or theory.
[After having realized that the forms of assessment I chose for unit did not suffice for all aspects
intended to be covered within the unit (vocabulary), I realized that I did not take the time to
teach to their understanding, instead, when it came to using vocabulary in context, I just
assumed they understood what I was saying. Therefore, I am encouraged to use Multiple
Intelligence Theory, which states that you cater to the learning needs of the individual using all
of their senses and bringing those experiences to the classroom. For example, utilizing hands
on, aural, oral, listening skills, discussion, etc. I would have to be conscientious about not just
intending to teach to the needs of the students, but also teach to their understanding.
Reigeluths Elaboration Theory suggests that the simplest version of a concept, principle or task
should be taught first. Then, teach broader, more inclusive topics before the narrower, more
detailed ones that elaborate upon them. This theory supports my previous statement. Using
vocabulary words as my example again, this theory would support the idea of even considering
focusing on one vocabulary word for my unit instead of trying to incorporate too many, having to
speed teach them, and not having the opportunity to ensure that my students really understand
and apply them. As previously mentioned, the idea of incorporating three kinds of assessment
(peer, self, teacher), it prepares student for a higher order of thinking; giving them the tools they
need to think critically about the choices and decisions they make regarding their learning.
Blooms Taxonomy supports this idea. He valued promoting higher forms of thinking in
education rather than just remembering facts through rote learning. By allowing the students to
critique themselves and their peers, they are able to think more intently about how to assess
others as well as themselves. ]

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K-12 Performing Arts

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

1. Analyzing Student Learning

K-12 Performing Arts

knowledge/skills (e.g., tools/instruments, technical proficiencies, processes,

contextual understandings (e.g., social, cultural, historical, personal reflection)

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

K-12 Performing Arts

K-12 Performing Arts

selected language function,

K-12 Performing Arts

For the whole class

K-12 Performing Arts

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

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