Performing Arts

Task 3: Assessment Commentary

TASK 3: ASSESSMENT COMMENTARY

Respond to the prompts below (no more than 10 single-spaced pages, including prompts) by typing your responses within
the brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be
scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this
file. If you submit feedback as a video or audio clip and your comments to focus students cannot be clearly heard, attach
transcriptions of your comments (no more than 2 additional pages) to the end of this file. These pages do not count toward
your page total.

1. Analyzing Student Learning

a. Identify the specific learning objectives and standards measured by the assessment you
chose for analysis.
[
Standards
-

26.A.3d Music: Read and interpret traditional music notation in a varied repertoire
26.A.2c Music: Classify musical sound sources into groups (e.g., instrumental families,
vocal ranges, solo/ensembles).
26.A.4d Music: Demonstrate the ability to read written notation for a vocal or
instrumental part.
26.B.3c Music: Sing or play with expression and accuracy a variety of music
representing diverse cultures and styles.

]
b. Provide a graphic (table or chart) or narrative that summarizes student learning for your
whole class. Be sure to summarize student learning for all evaluation criteria submitted
in Task 3, Part D.
[
Almost every (54/56) student completed the assignment given to them at the end of the learning
segment. Since the questions were open ended there were a variety of responses. About 10 of
the students responded in complete sentences, 30 responded with at least a half a dozen words
per question, and the remaining answered with one word per question. All but 2 students
answered every question and earned full credit. The other two students each missed one
question by not completing it.
]
c. Use evidence found in the 3 student work samples and the whole class summary to
analyze the patterns of learning for the whole class and differences for groups or
individual learners relative to creating, performing, or responding to music/dance/theater
by applying

artistic skills (e.g., self-expression, creativity, exploration/improvisation)

knowledge (e.g., tools/instruments, technical proficiencies, processes, elements,
organizational principles)

contextual understandings (e.g., social, cultural, historical, global, personal reflection)

Consider what students understand and do well, and where they continue to struggle
(e.g., common errors, weaknesses, confusions, need for greater challenge).
[

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Performing Arts
Task 3: Assessment Commentary

All students answered the questions using correct terminology, but they did not always use the
language demands of the music curriculum. Often times students would answer play louder
and softer instead of using the words dynamics, forte or piano. The concepts are
understood, but language demands are not quite there for about half of the students. Student 1
is a gifted student and grabbed on to the language demands very well, as did Student 2.
Student 3 is a struggling reader and has gaps in knowledge, but understands the general
concepts, and expresses his thoughts through the words he knows.
Students were very honest with themselves when asked to reflect personally. They all found that
the same trouble spot (one of which I had identified) was still a trouble spot for most of them. If
they specifically didnt have the trouble part, they could identify that those who did were still
struggling.
]
2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback to support your explanations.
a. In what form did you submit your evidence of feedback for the 3 focus students? (Delete
choices that do not apply.)

Written directly on work samples or in a separate document;

b. Explain how feedback provided to the 3 focus students addresses their individual
strengths and needs relative to the standards/objectives measured.
[
Student 1
Student 1 is an exceptional/gifted student. S1 is very talented and is a hard worker. In S1s
feedback, I responded to the students personally identified flaws, as well as successes. I gave
feedback and assurance to their answers to better aid them for the following rehearsals.
Student 2
Student 2 is an average student, is attentive in class, and enjoys playing in the ensemble. S2
was one of the students who wrote 1 word answers and so I responded by asking for more
specifics about the students answer.
Student 3
Student 3 is a struggling reader and has some gaps in academic knowledge. S3 tends to do
their own thing and often zones out in class. S3 seemed to still understand what goes on in
class, but is not always able to identify the major problem. S3 also did not read directions and
answer all of the questions. I asked S3 for specifics, as well as provided feedback to their
answers.
]
c. How will you support students to apply the feedback to guide improvement, either within
the learning segment or at a later time?
[
I will support students by continuing to use the language demand terms and associating them to
generic terms. I will also use repetition to solidify good dynamics, good articulations, and other
musical aspects within the rehearsal setting.
]
3. Evidence of Language Understanding and Use
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Performing Arts
Task 3: Assessment Commentary

You may provide evidence of students language use from ONE, TWO, OR ALL THREE
of the following sources:
1. Use video clips from Task 2 and provide time-stamp references for language use.
2. Submit an additional video file named Language Use of no more than 5 minutes in
length and provide time-stamp references for student language use (this can be
footage of one or more students language use). Submit the clip in Task 3, Part B.
3. Use the student work samples analyzed in Task 3 and cite language use.
When responding to the prompt below, use concrete examples from the clips (using timestamp references) and/or student work samples as evidence. Evidence from the clips may
focus on one or more students.
a. Explain and provide evidence for the extent to which your students were able to use or
struggled to use language (selected function, vocabulary, and additional identified
demands from Task 1) to develop content understandings?
[
As seen in the provided student work examples, some students grasped the language demands
and functions, others did not, but understood the concepts behind them.
]
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1bc, describe next
steps for instruction

for the whole class

for the 3 focus students and other individuals/groups with specific needs
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
[
Next steps for instruction would be phrasing for the piece as a whole and solidifying musical
aspects of dynamics, articulations, and phrasing. In the long term I would progress to other key
signatures to challenge the students in their counting endeavors. Options would be 6/4 time, cut
time, or possibly 6/8 which changes what type of note gets the beat and if very complex at this
age level.
]
b. Explain how these next steps follow from your analysis of students learning. Support
your explanation with principles from research and/or theory.
[
Scaffolding is defined as the guidance, support, and tutelage provided by a teacher during
social interaction designed to advance the students current level of skill and understanding.
Progressing to a new key signature will help establish the previous knowledge as well as
challenge them to manage the new time signature.
]

Copyright 2014 Board of Trustees of the Leland Stanford Junior University.

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All rights reserved.
V3_0914
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.