429 Teacher Work Sample

Assessment Plan

I chose to do a full rehearsal in my chorus 1 class as my showcase lesson. This lesson

included warming the students up, followed by a rehearsal of the piece Kyrie that we had been
working on. I included a pre, during and post assessment for this lesson and chose to do a
handout to record pre and post assessment for my records, as well as for the students use. My
assessments were formed to align with the learning objective composed for my showcase lesson.
The objective for this lesson was: In this lesson, the students will be expected to put together all
of their knowledge of musical elements for Kyrie that they have learned thus far. They will be
expected to sing Kyrie from beginning to end with musicality (i.e. dynamics, phrasing)
Having a full rehearsal as my showcase lesson allowed me to appropriately assess the learning
objective for this lesson. I chose to give each student a self-evaluation as their pre and post
assessment for their own benefit as well as mine. I wanted the students to analyze their own work
and progress over the course of the class, so they would think about all the things we have
worked on up to that point and their personal performance that day.
The purpose of the pre-assessment is for the students to evaluate their knowledge before
we begin the lesson. The purpose of the during-assessment is for me to make sure students are on
task and are making progress throughout the lesson. The purpose of the post-assessment is for
both the students and me to see progress and compare results at the end of the lesson.
My pre and post assessments are almost identical. For both assessments, the students are
given a scale from 1 to 10 and are asked to evaluate themselves on how they feel about their
knowledge and comfort in singing Kyrie in terms of breathing, dynamics, pitches, etc. The
difference in the pre and post assessments is that in the post assessment part of the handout, I
included an open ended response to the question: What did you learn today?

429 Teacher Work Sample

Assessment Plan

Before passing out the student handout, I will be sure to explain to the students they their
pre-assessment score does not have to be high. I want them to simply think about what they have
already learned up to this point and how they feel individually about the piece we are working
on.
The during assessment will be informally assessed. I will make mental notes throughout
the rehearsal as to how the students are responding to me, as well as other students while
rehearsing parts of Kyrie. I will use this assessment to guide our rehearsal. It will inform me
where the students are weak and where they are strong. I think this is a more effective and
flexible way to rehearse because we are working at a pace set for the students and on parts that
the students need help with. During the rehearsal, I will ask questions to help find out where the
students feel they need the most work, and I will use my own judgment by the way the students
are responding and by the way they sound to make further assessment.
Some students may need accommodations. They are already in preferential seating, so
that isnt an issue for this lesson. Some may need to hear the parts more times than others and I
will play the part(s) multiple times to insure that all students know what part to sing. I will
modify and repeat instructions as needed.

429 Teacher Work Sample

Assessment Plan

Assessment plan table:

Lesson Objective(s)

Assessments

Format of Formative

Accomodations

Assessments

In this lesson, the

students will be
expected to put
together all of their
knowledge of musical
elements for Kyrie
that they have learned
thus far. They will be
expected to sing Kyrie
from beginning to end
with musicality (i.e.
dynamics,
phrasing)

Pre- Assessment
During-Assessment
Post-Assessment

Pre: Student self

evaluation. Students
are to score
themselves on a scale
from 1 to 10 on their
previous knowledge
and comfort in
singing the piece,
Kyrie.
During: Teacher
observation. Mental
notes will be made
and lesson will be
flexible according to
which parts the
students need help
with in order to sing
the piece from
beginning to end.
Post: Almost identical
to pre-assessment.
Students will score
themselves on a scale
from 1-10 on how
they feel about
singing Kyrie and
their knowledge after
our rehearsal.

A blank copy of the student evaluation is attached.

Students are in
preferential seating.
Parts will be played
multiple times to
ensure that all
students know that
parts we are working
on. Repeat and
modify instructions as
needed.

429 Teacher Work Sample

Assessment Plan
Name:_____________________________

Self Evaluation
Pre-Assessment:
On a scale of 1-10, how do you feel about Kyrie so far? Do you know the pitches? Do you know
how to say the words correctly? Do you know where to breathe? Are you comfortable in singing your
part?
1

10

Post-Assessment:
On a scale of 1-10, after todays rehearsal, how do you feel about Kyrie now? Pitches? Breathing?
Blending with other sections?
1

10

What did you learn today?

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