assessment task for stage 3
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TEP419: Assessment in Creative Arts, English and HSIE
INTRODUCTION
It is essential that students are given the opportunity to explore and experiment with sound
and making their own music. Christensen‟s (1992) states, “the music composition process...is
a powerful means for developing elementary music, students ability to perceive what is
musical about music, their ability to engage in collaborative musical production, and their
metacognitive awareness of the composition process”. The creative aspect is as important to
the understanding of music as listening to and performing the music of others, (Sinclair C.,
Jeanneret, N. & O‟ Toole, J. 2009) Hence, the reason for establishing the following
assessment task:
Compose a song to the tune of a well-known repertoire of your choice that tells your
class about the current issues within the Antarctic continent.
PRIOR LEARNING
This assessment task has been designed for a stage 3, year 6 class and is based on their HSIE
unit of work, “Current Issues: Antarctica”. Students have previously explored the
following concepts:
Learning Sequence 1: The place- Where it is, what is like?
Learning Sequence 2: Significant events in, and interaction with, the Antarctic.
Learning Sequence 3: Human involvement with the Antarctic-the impact and the
decisions.
Learning Sequence 4: Decision-making and the Antarctic.
Additionally, students are required to draw on their previous knowledge from Creative Arts
(music) to explore the elements and concepts of music within the nature of their composed
songs, such as:
Duration: Rhythm, Beat, Accent and Tempo
Pitch: Melody and Harmony.
Tone Colour: Voice.
Dynamics: Pattern of intensity and the volume of sound.
Texture: Layering of voices to create a thin or full feeling.
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Structure: Verse, Chorus, Phrase, Theme and Motif.
Style: Relating the category of the song based on their overarching patterns and
conventions.
The students will be assessed on their ability to recall facts about “the unique Antarctic
continent” through creating a song with application of the elements and concepts in their
previous Creative Arts lessons.
Syllabus outcome(s)
Indicators of learning
ENS3.6
Explains how various beliefs and practices
influence the ways in which people interact
with, change and value their environment.
Examines factors that may give rise to
different views about the care of
places.
Evaluates alternative views about the
use of natural and built environments.
Examines how natural, cultural,
religious, historical, economic and
political factors can influence
people‟s interactions with
environments.
Identifies the different viewpoints of
groups and individuals about the uses
of land.
Examines issues associated with
differing values about natural and
built environments.
Expresses a personal point of view on
an environmental issue.
Students will learn about:
Patterns of human involvement and use of environment
Effects of human and natural changes to the environment
Ecologically sustainable development of environments
Different perspectives about the maintenance and improvement of environment.
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(Board of Studies, NSW (2007). Human Society and Its Environment K-6 Syllabus.
Sydney, NSW: Board of Studies, NSW).
Performing:
MUS3.1
Sings, plays and moves to a range of music,
individually and in groups, demonstrating a
knowledge of musical concepts.
Sings songs demonstrating a greater
awareness of beat, pitch, tone colour
and structure.
Explores basic aspects of musical
concepts in their singing, e.g. varying
dynamics and dynamic contrasts,
varying tempo and tempo contrasts,
varying the beat, exploring repertoire
in different metres and using different
rhythm patterns, changing voice to
change tone colour, arranging musical
material into different structures.
Explores aspects of musical concept
in singing to heighten musical
understanding and perform music
with a greater sense of style.
Organising Sound
MUS3.2
Improvises, experiments, selects, combines
and orders sound using musical concepts.
Improvises and explores musical
ideas based on rhythmic and melodic
and incorporates these into own
compositions and as variations on
others‟ compositions.
Students learn to:
Perform music through singing to a
variety of music, both individually
and in groups.
Organise musical ideas to vary known
Learn about musical concepts:
Through recognising musical features
of the music they perform
By organising sound, listening and
performing.
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repertoire, to create new work and to
notate as a means of recording and
communicating musical ideas.
By responding to music through
performing and organising sound
activities.
THE ASSESSMENT TASK: THE ANTARCTIC JINGLE
This summative assessment task consists of students to work in pairs within their ability
group:
Learning Support group: Making a list of all the issues within the Antarctic
continent. Choose a well-known song of your choice and compose a song about the
unique Antarctic continent to that tune, (Remembering).
Core group: Interpret and translate (summarise) what has been learned throughout
the Antarctic Unit and compose the information into a well-known song of your
choice, (Understanding)
Extension group: Structure Antarctica content from the four learning sequences.
Choose a well-known song of your choice and compose learned Antarctica
information into its sequenced parts to best understand that information within a song,
(Analysing).
Students will be assessed against their ability to remember/understand/analyse the Antarctica
content within the four learning sequences and translate into a well-known tune of their
choice. Students will use the skills they have developed in their previous Creative Arts
lessons to further enhance their learning of the unit, “Current Issues: Antarctica”. Evidence
of achievement of this task will be demonstrated through the musical elements of performing
and organising sound.
The purpose of this task is to provide students with the opportunity to demonstrate their
understanding of the “Current Issues within Antarctica” and their ability to use music to
create meaning for their audience. Further this assessment task has been designed to assess
the student‟s knowledge and understanding on how beliefs about human interaction have
changed over time and differ from person to person, depending on their perspective and
interest in the Antarctic. Collaboratively composing and performing the compositions to
show conceptual and musical understanding will also be assessed.
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In pairs, students will work co-operatively and compose a song addressing the “Current
Issues within Antarctica”. Students will have one 60 minute lesson to plan, develop and
rehearse their performances before performing to the class. Students will be given 3 minutes
to perform. Student‟s ability to creatively link Antarctica information within the song will be
assessed.
A discussion will occur after each performance in which both teacher and students will offer
constructive feedback. Once all performances have been completed, students will complete a
student-self assessment based on their own performance. The teacher will use a marking
checklist to assess the students‟ performance.
Reflection will be encouraged during both the creation of the performance and at the end of
the music lesson when the teacher shows video recordings of the group‟s compositions.
Students will be encouraged to make positive comments on their compositions. Time for
discussion and reflection will be included to allow students to understand the Antarctica
content within the song.
The resources required to implement this assessment include:
Video camera
6 sheets of „learning support group‟ assessment task.
6 sheets of „core group‟ assessment task.
6 sheets of „extension group‟ assessment task.
IWB.
This assessment task cross-references Gardner‟s multiple intelligences (1983) with Blooms
Taxonomy (1956). Firstly, the task is based on the concept of “create” and its position on the
top of Blooms taxonomy (1956) emphasizes that it is the most complex of the cognitive
processes. It is considered the highest-level process because you cannot create something
new unless you can first make evaluative decisions about alternatives, (Anderson &
Krathwohl, 2001). However, it also focuses on recall, the lowest level of cognitive processes,
for the learning support students.
An approach informed by multiple intelligences theory (Gardner, 1983) could contribute to
this process by providing a paradigm for addressing diversity and accommodating individual
differences, (Galitis, N. 2007). Hence when undertaking this assessment task, student will be
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able to contribute through applying different learning styles to the task. For instance, the
assessment task is based on Gardner‟s musical-rhythmic intelligence. Gardner notes that
certain aspects of musical intelligence overlap with linguistic intelligence, for example,
sensing rhythm and the ability to recognize timbre and tonality variations. Music also
involves a symbol system, which relates to logical-mathematical intelligence, (Nolen, 2005).
In addition, spatial intelligence also operates at a metaphorical level, whereby individuals
create and work on products, performances or concepts by thinking about them in spatial
format. Whereas, students who have intrapersonal intelligence are great at information
processing and can derive previous learning experiences. Thus, differentiation is incorporated
within the process of the assessment through accommodating to different students learning
styles, (Maker 1982a, 1982b, 1986).
Moreover, differentiation can be seen through other areas of process modification within the
assessment task. These include:
Higher levels of thinking - involving cognitive challenge using Bloom's Taxonomy
of Cognitive Processes (1983).
Creative thinking - involving imagination, intuitive approaches and brainstorming
techniques.
open-endedness - encouraging risk-taking and the response that is right for the
student by stressing there is no one right answer,
Freedom of choice-involving students in evaluation of choices of topics, e.g.
composing a song based on the students choice of learning sequence:
Learning Sequence 1: The place- Where it is, what is like?
Learning Sequence 2: Significant events in, and interaction with, the Antarctic.
Learning Sequence 3: Human involvement with the Antarctic-the impact and the
decisions.
Learning Sequence 4: Decision-making and the Antarctic.
RATIONAL AND JUSTIFICATION
This is a rich assessment task and is appropriate and relevant as students are engaged in a
creative, engaging meaningful task, which allows them to demonstrate their knowledge and
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understanding of issues and decision-making involved in human interaction with a significant
world environment, the Antarctic.
The eight intelligences nominated by Gardner are all actively employed in this assessment.
For students whose intelligence profile predisposes them to working in different art forms,
The Arts learning area represents a rich and satisfying means of exploring the world and for
expressing and communicating their understandings, (Dinham, J. 2011).
Constructive Feedback is the way of supporting learning and improvement that avoids empty
praise and harsh criticism. A feature of constructive feedback is that children are to make
their own observations about the strengths of their work or the strategies they that can lead to
improvements, (Dinham, J. 2011).
In this process-orientated assessment task, the emphasis is shifted away from the assessment
of the final product alone and focused as well on the learning process. Therefore there are lots
of opportunities to reinforce the positive responses children have made to the challenges
presented and to guide their work towards the attainment of more successful outcomes.
Sinclair, Jeanneret and O‟tool (2009) recognise that learning which is based on integrating
the arts invites children into a process of learning that involves the senses, the imagination
and personal experience (Taylor & Andrews 1993). The skills, which will be implemented
through the use of music composition provides students with the opportunity to explore and
develop their imaginations. Students will therefore be able to become more confident in
experimenting with their own creativity and stepping outside their comfort zone. Chiert and
Hunsberger (2008) have acknowledged that developing the imagination can assist in other
learning areas such as communicating.
A rubric will be used to assess and record the student‟s achievement of the task. This
criterion is used to ensure there is consistency within the task and that it is fair as all students
are being assessed against the same criteria. In addition as students are working in pairs, the
teacher will move around the classroom and complete a record sheet to make notes of the
students learning. This allows the teacher to identify any areas, which may require more
guidance, and to also note what the students are doing well. Therefore, assessment will be on-
going throughout this task and will allow for the teacher to also assess their own teaching,
(Killen, 2005).
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In addition students will complete a self-assessment so they are able to observe and reflect on
their growth in their drama skills and understanding of the HSIE content being examined,
(Killen, 2005).
CONCLUSION
The assessment data, recorded from this task will be compared against student‟s previous
learning and how they had performed in order to assess their progress. This is a summative
task to assess students understanding of “Current issues in Antarctica” and the data will be
used as a basis for reporting and identifying the achievement of the outcomes being addressed
in this task.
Reliable testing is the degree in which test scores are free from errors or measurement (Killen
2005). The rubric and on-going assessment strategies will aid to this task being a reliable
indication of learning as this allows the marking of the assessment task to be consistent. A
reliable test ensures teachers know what the students have achieved in terms of the outcomes,
provides useful feedback to their students and are able to use the results to improve their
teaching. The rubric included in this assessment task also contributes to valid testing as the
rubric acts as a guide and ensures the task is measuring what is meant to be measured (Killen
2005).
Other alternative approaches to assessment, could involve informal measures of assessing
students understanding. Questioning is an effective way to gain insight into students thinking
and provides opportunities for students to verbalise thinking.
Furthermore, we must note assessment for learning is an essential and integrated part of
teaching and learning which emphasises the interactions between learning and manageable
assessment strategies that promote learning. Therefore assessment needs to be on going and
embedded in learning activities. Teachers need to reflect on what students have achieved and
modify their programs to improve student learning (Killen, 2005).
To conclude assessment for learning is inclusive of all learners and this is evident within this
developed assessment task. It is imperative that assessment is developed against well-defined
standards that are free of bias, and are made under conditions that permit students to achieve
their best.
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Reference List:
Board of Studies, NSW (2000). Creative Arts K-6 Syllabus. Sydney: Board of Studies NSW.
Board of Studies, NSW (2007). Human Society and Its Environment K-6: Syllabus. Sydney:
Board of Studies NSW.
Board of Studies, NSW (2006). Human Society and Its Environment K-6: Units of Work.
Sydney: Board of Studies NSW.
Dinham, J. (2011). Delivering Authentic Arts Education. Victoria: Cengage Learning
Galitis, I. (2007) The right tool for the job? Use of the Multiple Intelligences and Bloom's
Taxonomy grid. Australasian Journal of Gifted Education, 16 (1), 12-19.
Killen, R. (2005). Programming and Assessment for Quality Teaching and Learning.
Melbourne: Thomson/Social Science Press
Nolen, J. L. (2005). Multiple intelligences in the classroom. Education Horizons, 8 (6), 14-16
Sinclair C., Jeanneret, N. & O‟Toole, J. (2009). Education in the Arts: Teaching and learning
in the contemporary curriculum. South Melbourne: Oxford University Press.
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Student
RUBRIC FOR PERFORMING MUSIC COMPOSITION
Criteria Fails to meet criteria
Meets criteria at a
limited level
Meets criteria at a satisfactory
level
Meets criteria at a
substantial level
Meets criteria at a superior level
Draw on
previous
knowledge of
the “Current
Issues within
Antarctica”
and
incorporate
the
information
within the
song.
Unable to draw on previous knowledge and establish a composition
Insufficient information given about the “Current issues with Antarctica” and has difficulty incorporating information into a composition.
A good understanding of “Current Issues within Antarctica” and links the information into a composition
Comprehensive understanding of “Current Issues within Antarctica” and structures the information into a composition
Developed depth and complexity of “Current Issues within Antarctica” and transforms information into a coherent, well structured composition.
Applying
musical
concepts and
elements to
create
meaning for
the audience
and
demonstrates
their
knowledge of
“Current
issues within
Antarctica” in
a concise way.
No evidence of musical concepts and elements
Limited evidence of musical concepts and elements to create meaning for the audience and demonstrates limited knowledge of Antarctica
Musical concepts and elements established to create meaning for the audience and demonstrates a sound knowledge of Antarctica.
Evidence of superior use of musical concepts and element to create meaning for the audience and demonstrates a thorough knowledge of Antarctica.
Outstanding application of musical concepts and elements to create meaning for the audience and demonstrates their extensive knowledge of Antarctica.
Collaborativel
y composing
and
performing the
compositions
to show
conceptual and
musical
understanding
Unable to
work with
partner in a
collaborativ
e way.
Poor
group
cohesion –
time not
utilised
during
each
lesson
Evidence of
collaboratio
n in
performing
composition
to show
substantial
musical
understandi
ng
Students
worked
together co-
operatively
and a positive
and
supportive
learning
environment
was
established.
Comprehensi
All students
worked co-
operatively and
provided
adequate
feedback to
others. A
supportive
learning
environment is
evident this was
shown through
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ve
understandin
g of music.
performance.
Outstanding
knowledge of
music.
Comments:
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CHECKLIST FOR
INDICATOR TOWARDS ACHIEVED BEYOND COMMENTS
ENS3.6
Examines factors
that may give rise
to different views
about the care of
places.
Evaluates
alternative views
about the use of
natural and built
environments
Examines how
natural, cultural,
religious,
historical,
economic and
political factors can
influence people‟s
interactions with
environments
Identifies the
different
viewpoints of
groups and
individuals about
the uses of land.
Examines issues
associated with
differing values
about natural and
built environments
Expresses a
personal point of
view on an
environmental
issue.
Comments
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CHECKLIST
INDICATOR TOWARDS ACHIEVED BEYOND Comments
Performing:
MUS3.1
Sings songs
demonstrating a
greater awareness
of beat, pitch, tone
colour and
structure.
Explores basic
aspects of musical
concepts in their
singing.
Explores aspects of
musical concept in
singing to heighten
musical
understanding and
perform music with
a greater sense of
style.
Organising Sound
MUS3.2
Improvises and
explores musical
ideas based on
rhythmic and
melodic and
incorporates these
into own
compositions and
as variations on
others‟
compositions.
Comments
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