Assessment Unit Project

Method:
For this project I worked with the Ivy Hawn School of the Arts Symphonic Band
Percussionists on their ability to read and retain more complicated rhythms. I started by speaking
with my CT to get an understanding of what kinds of rhythms the students had been introduced
to. After learning that the students had been introduced to 16th note subdivision and dots, I came
up with a 3 day exercise sheet for the students that included rhythmic examples with half notes,
quarter notes, eighth notes, 16th notes, and syncopation. I took the examples out of the Accent on
Achievement, Book 2, “Accent on Rhythm” section, which is something that the students had
not reviewed before. I used a combination of measures and rhythms from this book to create the
pre-test for the students to measure their ability prior to the lessons. I gave each student 1 minute
to look at the pre-test, allowing them to do anything except play on the snare drum. I graded each
student on their ability to play the rhythms accurately and keep a steady/consistent tempo. Each
student was graded out of 32 points of accuracy (did they play each of the 32 beats of the
example correctly?) and on a scale of 1-10 for their ability to keep a consistent tempo.
To ensure that the students had a confident and consistent method for reading rhythms, I
came up with a 3-step method to help them with sight-reading and figuring out rhythms that they
do not know. This 3-step process allows the students to break down and scan the rhythms by 1.
Identifying the smallest subdivision and counting a full measure out loud saying the subdivision.
2. Scan the example/rhythm for any tricky spots and isolate them/use the subdivision to figure
out how many subdivisions each note gets. 3. Count a full measure of subdivision at a consistent
and comfortable tempo for prep as you are about to clap and count the example out loud.
When practicing with the students, I started on day 1 by leading them through every
example to ensure that they used the process and understood how they could use the process to
help them figure out complicated rhythms. On day 1, I consistently asked the students to count
much louder than they are clapping to ensure that they are internalizing the subdivision. For day
2 and 3 I asked the students to help me identify the 3 steps, and then asked each student to
individually lead us through an example. After the last example on day 3, I had the students take
the post-test using the same example and instructions as the pre-test.

Data:
There are three percussionists in the Symphonic Band: BR, JR, and MV. BR is a 7th
grade, white male. JR is a 7th grade, multiracial male. MV is an 8th grade, hispanic male. None
of the students qualify for free/reduced lunch, and none of them have exceptionalities or ELL
codes. The standards covered in this assessment project were MU.68.S.3.PA.B and
MU.68.S.3.IN.C. According to the GraphMaker, the proficiency scores for the students are 23/32
and 7/10. BR was the first to take the pre-test and he scored a 15/32 for accuracy and a 5/10 for
ability to keep a steady/consistent tempo. JR was the second to take the pre-test and scored a
17/32 for accuracy and a 7/10 for his ability to keep a steady tempo. MV was the last to take the
pre-test and he scored an 8/32 for accuracy and a 5/10 for ability to keep a steady tempo.
Findings:
After assessing the information in the GraphMaker, I have found that every student,
regardless of race, gender, economic level, or ability was proficient in both standards after the
end of the lesson series. This means that the way I ran the lessons was effective and the students
were able to digest and retain the information.

Something else I have found while looking at the data is that the student who was the
“least proficient”, according to the pre-test, is the student who improved the most in their scores
from pre-test to post-test. While delivering instruction to the students, I paid special attention to
this student to ensure that he was understanding and staying with the rest of the group. The data
reflects that the special attention ensured that the student was able to achieve a proficient test
score by the end.
 One last bit of data that stuck out to me is that the student who scored the highest on the
post-test was the student who is the same ethnicity as me, even though he ranked in the middle
for the pre-test. After thinking about this, I wonder if this student scored the highest on the test
due to receiving instruction/explanations from someone who was most similar in terms of
culture/ethnicity. There is no significant evidence suggesting this, but it is a trend I should look
for in my future assessments to ensure my method of explanation is clear to every student,
regardless of ethnicity.

Overall, the data shows that all of the students were able to achieve proficiency in both
sections of the assessment. This supports the idea that my method of instruction was clear and
direct, and that the students were able to retain and apply the content taught to them. In the
future, I need to make sure I continue to support students who score low on pre-tests and that I
continue to ensure that students from all backgrounds are able to digest my teaching methods.