These types of assessments are created to serve some purpose, whether to diagnose a learning disability, to identify a student who needs remediation, or to determine whether a school district has met its achievement goals. There is no one assessment that is guaranteed to diagnose the problems by its self, standardized, summative assessments those high stakes tests are designed to provide information on the performance of districts and schools so resources and support can be well targeted. But for classroom teachers, that information is incomplete. The results might tell teachers which students in their classes have not mastered a reading comprehension objective, but they do not tell what kind of instruction those students need to master the objective or what errors in thinking led to the incorrect answers. To get that kind of information, teachers need the results provided by the consistent use of classroom based formative assessments. The belief that improvement is possible for everyone regardless of ability should underpin every activity designed to harness classroom assessment to raise standards. Teachers have an important role to play in shifting pupils’ attention from how clever they are to the effort they’re willing to put in an assessment can be one of the most difficult aspects of teaching. The educational, emotional, and formative ramifications of judging a young person’s work can weigh heavily on the mind of a teacher, but in spite of the anxiety it poses, knowing how to assess students in order to improve instruction is a core principle of effective teaching. Wynona Talley Discussion 2 Mind Map Validity and Reliability Kinds of Validity 　 　 Content Validity A valid test measures what it is supposed to measure Face Validity Criterion- Related Validity Construct Validity (does the test look valid?) (provides a numeric value) (related to a theory) Wynona Talley - Discussion 2 Mind Map Three Methods to estimate the Reliability of Test Scores Validity and Reliability The Principles of Reliability 　 Test-Retest (estimate the reliability) Internal Consistency Alternate Forms (Dividing the test into two equal halves) (two equivalent forms of the test are used to compare scores) 　 Music In History & Cultures : Music Interpretations Teacher Name: Megan Smith Student Name: ________________________________________

　

CATEGORY	4 - Above Standard	3 - Meets Standard	2 - Approaching Standard	1 - Below Standard
Identifies music as being associated with a time or culture	After instruction, student can identify the time/culture associated with 5 or more pieces of music without assistance.	After instruction, student can identify the time/culture associated with 3-4 pieces of music with little or no assistance.	After instruction, student can identify the time/culture associated with 1-2 pieces of music with little or no assistance.	Cannot identify music by time/culture without significant assistance.
Analyzes how music fits time/culture	Accurately describes several dominant elements of music associated with a particular time period or culture and can relate them to other elements in that time or culture..	Accurately describes a couple of dominant elements of music associated with a particular time period or culture and can relate them to other elements in that time or culture.	Accurately describes 1-2 dominant elements of music associated with a particular time period or culture.	Has difficulty describing any dominant elements of music associated with a particular time period or culture.
Recognizes different musical styles	When asked for an example of a piece in the style of a time or culture, the student chooses accurately on at least 4 of 5 attempts.	When asked for an example of a piece in the style of a time or culture, the student chooses accurately on 3 of 5 attempts.	When asked for an example of a piece in the style of a time or culture, the student chooses accurately on 2 of 5 attempts.	The student chooses accurately 1 time or less out of 5 attempts.
Facts - Time Period/Culture	When asked to speak or write about the time period or culture, the student presents several accurate facts, with no inaccurate or questionable facts.	When asked to speak or write about the time period or culture, the student presents 1-2 accurate facts, with no inaccurate or questionable facts.	When asked to speak or write about the time period or culture, the student presents 1-2 accurate facts, but also includes 1 or more inaccurate or questionable fact.	Student cannot talk or write accurately about the time period or culture.
Facts - Composers	When asked to name famous composers associated with a particular time, the student can name 2 composers and at least 1 work by each.	When asked to name famous composers associated with a particular time, the student can name 2 composers.	When asked to name famous composers associated with a particular time, the student can name 1 composer.	The student is unable to name composers associated with a particular time period.