1. TMEA/TMAC Music Assessment presentation for NAfME/MakeMusic National Symposium on Music Assessment Downloads: www.tmea.org/nafme

2. TEKS & Assessment Curriculum Development Mandated by edict vs. preparation through professional development Clarification of curriculum/content to be assessed TMAC proposes to create a music assessment tool for statewide use in collaboration with TMEA –Driven by music educators, not an external edict TMEA & TMAC establishes a TEKS based K-8, I-IV music curriculum for general music, band, orchestra and choir Downloads: www.tmea.org/nafme

3. Delivery Method Decisions Limited and varied technology concerns Local educators vs. professional testing contractors Assessing large numbers of students Limited and varied instructional/class time Collection and management of large amounts of data from diverse sources An Assessment Deployment Committee determines the method of test delivery: –Minimum requirements: Web based Web browser Computer lab setting Sound card Headphones Media player embedded in browser to present mp3 files –Windows Media Player –RealPlayer –QuickTime Player Downloads: www.tmea.org/nafme

4. Test Item Bank Development Performance/constructed response tasks vs. selected response items Copyright restrictions on artwork TMEA & TMAC begin writing items for the assessment database –The Assessment Writing Committee recommends the assessments begin at the 3 rd grade level –The committee begins developing the assessment in three stages: Grades 3 – 5 Grades 6 – 8 Levels I – IV –Use committee developed “artwork” or public domain –The Writing Committee develops sufficient items for grades 3 to 5 to conduct a pilot of 24 to 40 questions covering nearly all of the TEKS. Downloads: www.tmea.org/nafme

5. Pilots – Goals Validity vs. Reliability A pilot is conducted for 5 th grade level students to attempt the 4 th grade level items. (Fall semester pilot) –Goals for the pilot: Evaluate the delivery method; Validate the level of the assessment; and Provide benchmarks for the teachers who participate in the pilot; Teacher feedback Music Administrator feedback Individual item analysis for future refinement and development –Difficulty Index –Discrimination Index –Vocabulary issues Downloads: www.tmea.org/nafme

6. Stakeholder Reviews Content vs. Skills Tight timeline for development and implementation Concerns expressed by stakeholders –Rigor –Balance to more higher order thinking skill items –Add performance assessment items Address TEKS Creative Performance and Expression Strand Prepared items Sightreading items –Possibility of a Scalable Assessment Primarily for formative use Helpful for use with mobile/migratory population –2013 Accountability Sunset Revising State District/Campus Accountability System –Distinction Tiers »Will include Fine Arts indicators Use of Formal Assessment in Fine Arts indicator? Downloads: www.tmea.org/nafme

7. Performance Assessment 2011, June –Baylor University uses SmartMusic’s vocal sightreading capabilities to conduct formative assessments of music camp students 2011, November –TMEA & TMAC conduct pilots using special Texas Pilot Assessment version of SmartMusic –Pilot includes 680 students –6 th grade vocal –8 th grade band –8 th grade orchestra –Review of this assessment is ongoing at this time Downloads: www.tmea.org/nafme

8. 6 th Grade Vocal (25%) Prepared Performance Scoring Rubric Accompanied Performance Circle the frequency with which each of the following occurs: Phrasing (intentional and appropriate breaths, musical shaping of the phrase) ConsistentlyOccasionallyNever Expression (executes any dynamic contrasts, articulation, or tempo markings appropriately) ConsistentlyOccasionallyNever Diction (clarity of consonants—beginning and ending, purity of vowel formation, as appropriate to the musical selection) ConsistentlyOccasionallyNever Downloads: www.tmea.org/nafme Subjective Scorer Rubrics Local scoring vs. outside scoring Student work vs. numeric scores

9. 6 th Grade Vocal (25%) Prepared Performance Scoring Rubric A cappella Performance Circle the frequency with which each of the following occurs: Phrasing (intentional and appropriate breaths, musical shaping of the phrase) ConsistentlyOccasionallyNever Expression (executes any dynamic or articulation markings appropriately) ConsistentlyOccasionallyNever Diction (clarity of consonants and purity of vowel formation, as appropriate to the musical selection) ConsistentlyOccasionallyNever Downloads: www.tmea.org/nafme Subjective Scorer Rubrics Local scoring vs. outside scoring Student work vs. numeric scores

10. 8 th Grade Woodwind/Brass (35%) Prepared Performance Scoring Rubric Circle the frequency with which each of the following occurs: Phrasing (intentional and appropriate breaths, musical shaping of the phrase) ConsistentlyOccasionallyNever Expression (executes any dynamic or articulation markings appropriately) ConsistentlyOccasionallyNever Characteristic Tone (resonance and clarity, as appropriate to the musical selection) ConsistentlyOccasionallyNever Downloads: www.tmea.org/nafme Subjective Scorer Rubrics Local scoring vs. outside scoring Student work vs. numeric scores

11. 8 th Grade String (35%) Prepared Performance Scoring Rubric Circle the frequency with which each of the following occurs: Bowing (separated or slurred bowing as appropriate, musical shaping of the phrase) ConsistentlyOccasionallyNever Expression (executes any dynamic or articulation markings appropriately) ConsistentlyOccasionallyNever Characteristic Tone (balance of bow speed to bow weight, as appropriate to the musical selection) ConsistentlyOccasionallyNever Subjective Scorer Rubrics Local scoring vs. outside scoring Student work vs. numeric scores Downloads: www.tmea.org/nafme

12. Future Timeline 2012, Fall –Conduct pilots with performance and multiple choice items Performance items using SmartMusic technology Multiple choice available through web browser Add constructive response items through web browser –Including text, notation, and student chosen performance items –Continue use of Internal and External Subjective Scorers for applicable items Refine rubrics 2013, Spring –Offer summative test (end of year) Grades 3-5, Grades 6-8 Levels I – IV (9-12) Downloads: www.tmea.org/nafme

13. Student Portfolio The TMEA/TMAC Assessment is designed to be a minority portion of a student’s portfolio of work at a each level or over a given period of time. The assessment is not designed to be a tool in evaluating the merit of the teacher, but rather an indicator the teacher can use to improve instruction and student learning. A district should use the assessment as a tool to ensure students are attaining the standards prescribed in the TEKS and mandated by law to be used in developing curriculum. Downloads: www.tmea.org/nafme