Pre-assessment is also known as diagnostic assessment, whereby students
are assessed on what knowledge they have already known to move on to a new
topic of learning. Pre-Assessment is important for the teacher to know how many
students have already mastered the knowledge needed to move on to the next
level of learning; how many need some additional help, and how many more still need
a large amount of help. This pre-assessment data is very useful for teachers in
planning and differentiating future lessons so that every student could succeed.
To
develop a unit on creating music using
the 5-tone (pentatonic) scale, I will give a diagnostic assessment to my student
using the following 6 items:
Diagnostic
assessment
1)
Clap an 8-beat rhythm pattern using quarter note,
eighth-note, 16th-note, and quarter-note rest.
2)
Sing an 8-beat melody pattern using all the
notes of the 5-tone scale (la, so, mi).
3)
On the worksheet, organize a 8-beat rhythm
pattern using each of the following note values:
4)
Use a non-pitch percussion instrument to perform
an 8- beat rhythm pattern.
5)
Group in fours, choose a pentatonic song and
perform to the class.
6)
Play a 4-beat melody pattern on the xylophone.
Innovative
Differentiation Strategies:
The five students who answered most of the pre-assessment
items correctly will work as a group. They will immediately work on a project
called the Orff ensemble with the following steps.
Step 1
a)
Two students will work together to
create a 16-beat melody on the xylophone.
b)
One student will create an ostinato (a
4-beat melody pattern that repeats until the 16th beat.
c)
Another student will create a bordun (a
4-beat pattern using only “do” and “so” of the pentatonic scale) on the bass
xylophone.
d)
Still another student will create an 8-beat
melody pattern on the Glockenspiel
Upon
completion of this step, the teacher will assess the students’ work.
Step
2
All the students will write down their
parts (first, they write down the
rhythm patterns, then they notate the solfege
under them) on the work sheet
and show to the teacher.
Step 3
5 students will play together all
their parts, keeping a steady pulse and
work on blending their parts into a
fine-tuned performance. The teacher
will finally listen to the
performance assess if the students have met the
standard.
The 12 students who have some knowledge
about the topic, but need to develop higher order thinking skills. ( This group of students will defer to work
on the Orff ensemble project but just focus on creating 8 -16 beat melody )
Step1
All students will individually create an 8-beat melody. The teacher will assess
their work after that.
Step
2
Those
who can play fluently will continue with another 8 beats to complete the
assignment, and then write down their composed work on the worksheet. For those
who need more practice on creating melody, the teacher will demonstrate again and ask the students to try, and then the students will play to their peers while the
teacher works with other groups.
Step 3
Those
who are making 16 beat melody can now write down their melodies and then, with
teacher help, group themselves to play different parts like the high achievers. If the second group succeeds in playing their 8-beat pattern
now, they can proceed to the next 8 beats, and then write down their melodies too.
The
5 students who appear to have limited knowledge about the topic.
Step
1
The
teacher will sit in front of these students, practice with them the “I play,
you play” approach on the xylophones. She plays four beats, and the students echo. Gradually, the teacher has the students make up their own.
Step 2
Two
students will pair up and play a “call and response”, whereby one student plays
a four-beat pattern, the other echoes. The teacher will come round and listen
to them and give feedback.
Step
3
The
students will learn to continue with creating 8-beat melody pattern after
practicing step 1 and 2. Due to their limitations, these students will only
create a 8-beat melody for their assignments.
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