Combination

Tasks 3 & 4:
Analysis of a Test and Educational Objectives & Assessment Plan
Erin Dettinburn
Frostburg State University
Assessing for Understanding: CUIN 652
Dr. Beth Scarloss
May 3, 2016

Task #3: Analysis of a Test

I.

Purpose of the Test

A. To evaluate student knowledge of the instruments of the orchestra in 3 areas
1. Classifying instruments into families
2. Types of ensembles where certain instruments/instrument groups would
be found
3. Characteristics of the instrument families or instruments themselves

II.

Construction of Test Questions

A. The test includes 4 types of questions:
1. Multiple choice
2. True/False
3. Inline Response
4. Drag & Drop

III.

Cultural Fairness
A. Pre-test
1. As a pre-test, students in certain economic groups may be at a
disadvantage due to lack of experiences in concert/live performance
settings.
B. Mid-unit & Post-test
2. By the time the test is given as a mid-unit and post-test, all students have
been exposed to the instruments both aurally and visually in class.
Ensembles such as a symphony orchestra and jazz band have also been
presented and viewed by the students.

IV.

Assessment Modifications
A. Pictures
1. The test includes instrument pictures in some of the questions/answer
choices that could help ESL students and students with disabilities.
B. Reading Aloud
1. Students could also receive assistance by having the test
questions/answers read aloud to them.

ERIN DETTINBURN 2

C. Answer Choices
1. Answer choices are provided as to not cause extra stress or frustration to
ESL students or students with learning disabilities who might struggle to
spell or come up with the right word.
V.

Concerns/Issues
A. SchoolNet (digital test)
1. This test was created to meet a county requirement to give a SchoolNet
assessment. SchoolNet is a web-based platform that supports the
creation, management, administration, monitoring, and data collection of
standards-aligned classroom assessments to meet a variety of
benchmarking and formative assessment goals. Using digital tests in the
classroom helps prepare students for the PARCC. I found that the
students enjoyed taking the test because it was on the computer. They
were used to the platform from doing county-required reading
benchmarks.
B. Using a traditional assessment in a performance-based classroom
1. Giving a knowledge test in a performance-based subject can be a
challenge. I feel that this particular unit was the best suited to give a
traditional assessment. Because I had to give it 3 times to meet my SLO
requirements (beginning, middle, and end), the students did tire of it and
were ready to move on to more hands-on activities such as instrument
playing and movement.
C. Balance in terms of content
1. This assessment was created at the beginning of the school year during a
professional development session prior to the first student day. I was
mainly learning to use the program trying new and different question
formats, figuring out how to insert pictures, enter answer choices, alter
how the questions/answer choices would appear on the screen, etc. The
questions I created were off the top of my head, without the unit in front
on me. Later I chose to use the assessment as a measure for my SLO due
to ease of grading, program-generated reports, lack of subjectivity, etc. In

ERIN DETTINBURN 3

looking at the test now, I realize that it is a little heavy on the Percussion
family. If I were to give this test again, I would alter some of the
questions as to be more balanced in terms of content.
VI.

Growth as a Teacher (Assessment)

Analyzing the test that I created gave me new insight into the assessment
process. I havent had to think a lot about traditional assessment because of
teaching in a performance-based subject. Also music is not a mandated state-
testing subject, so how I grade and assess my students is left up to me. Creating
a digital test was new for me, and though I had thought about the purpose of the
test and tried to give variety to the test questions in terms of format, I hadnt
given much thought to cultural fairness or assessment modifications for ESL
students or students with disabilities. I currently dont teach any ESL students,
so Ive never had to make that accommodation. Additionally, Ive only recently
begun giving traditional assessments to show growth for SLOs, so written testing
in music in general is pretty new to me. Ill definitely think more about these
matters the next time that I create a test.

ERIN DETTINBURN 4