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Educational Innovation
July, 2013
Dear Educators,
On behalf of all of MCESA, we are excited that you are using our content specific assessments in
your school or district. We sincerely hope that the assessments help you to measure student
achievement and provide useful information about student learning.
Attached are the item specifications that accompany each particular assessment. These item
specifications can serve as a useful tool for curriculum mapping activities. To support your use of
items specifications, we have a few important points to consider.
•
The item specifications were written for a very specific audience and purpose. They serve as
a bridge between the standards and the assessment. The item specifications define for test
writers what counts as testable content from the standards. They delineate what could appear
on a test or what should not appear on a test. Item writers used the item specifications to
write test items.
•
The specifications may use i.e. or e.g. when listing testable content. E.g. means that these
things are eligible to be included on the assessment, but the test writer is not limited to them.
They are examples. I.e. means that the test content is limited to only those items listed.
•
Although the item specifications show that certain standards are not addressed on the
MCESA content specific (multiple choice) assessment, this does not mean that teachers are
not responsible for teaching those standards. Teachers are responsible for teaching all of the
state standards.
For more information about how to use item specifications, please refer to the MCESA Assessment
webpage for webcasts that explain in detail the assessment development process and the use of item
specifications. Also look for announcements about face-to-face workshops related to instruction or
assessment use. http://education.maricopa.gov//site/Default.aspx?PageID=263
Sincerely,
MCESA Assessment Department
4041 N. Central Avenue, Ste. 1100, Phoenix AZ 85012 • Phone 602-506-3866 • Fax 602-506-3753
www.maricopa.gov/schools
Known as experts. Renowned for service.
Item Specification for
MUSIC: GRADE 2
Content PO or
DOK
Item Specification
Pre-requisite knowledge
Standard
Entry level content
Strand 1 (Create), Concept 1: Singing, alone and with others, music from various genres and diverse cultures.
S1.C1.PO1.
singing an ostinato on pitch
with an appropriate tone
quality
1
S1.C1.PO2.
performing a steady beat
while singing
S1.C1.PO3.
singing using syllable names
1
Blueprint
Percentage
6%
Students define ostinato.
Do not assess.
Not Assessed
Not Assessed
Students identify Kodaly hand signs for Do, Re, Mi, Sol,
or La only.
Students identify Kodaly hand signs for Mi, Sol, or La only.
Items should include graphics of Kodaly hand signs.
Items should include graphics of Kodaly hand signs.
Graphics can be used in item stems or answer choices.
Graphics can be used in item stems or answer choices.
S1.C1.PO4.
responding properly to
Basic conducting cues. (e.g.,
start/stop)
Not Assessed
Not Assessed
Content PO or
DOK
Item Specification
Pre-requisite knowledge
Standard
Entry level content
Strand 1 (Create), Concept 2: Playing instruments, alone and with others, music from various genres and
diverse cultures.
S1.C2.PO1.
maintaining a steady beat in
a group
S1.C2.PO2.
playing short melodic
patterns that are loud/soft,
fast/slow
S1.C2.PO3.
playing with correct
rhythmic duration quarter
notes, eighth notes and
quarter rests
S1.C2.PO4.
responding properly to basic
conducting cues. (e.g.,
stop/start)
Not Assessed
Not Assessed
Not Assessed
Not Assessed
Not Assessed
Not Assessed
Not Assessed
Not Assessed
Blueprint
Percentage
Content PO or
DOK
Item Specification
Pre-requisite knowledge
Standard
Entry level content
Strand 1 (Create), Concept 3: Improvising rhythms, melodies, variations, and accompaniments.
S1.C3.PO1.
improvising simple
rhythmic accompaniments
Not Assessed
Blueprint
Percentage
Not Assessed
Strand 1 (Create), Concept 4: Composing and arranging music.
S1.C4.PO1.
creating music to
accompany or tell a story
Not Assessed
Strand 1 (Create), Concept 5: Reading and notating music.
S1.C5.PO1.
recognizing steps, skips and
repeated notes in music
1
Students identify a step, skip, and repeated notes on a
staff using filled-in note heads or icons.
Students identify a step, skip, and repeated notes in
nonstandard notation (e.g. staircase, 3-line music staff).
Not Assessed
42%
Students identify melodic movement as up and down.
Students identify melodic movement in nonstandard
notation (e.g. staircase, 3-line music staff, lines, icons,
images).
Do not use ledger lines for any part of the item; stay
within the staff (i.e. E to F).
Limit to two notes only in all parts of the item.
S1.C5.PO2.
2
Skips will be limited to an interval of a 3rd, and leaps will
be an interval of a 6th or greater.
Students identify (by name and symbol) quarter notes,
eighth notes, and quarter rests.
Students identify quarter notes, eighth notes, and quarter
rests (e.g., Ta, Ti Ti).
reading/decoding quarter
notes, eighth notes and
quarter rests
Students identify the value of quarter notes, eighth
notes, and quarter rests singularly and/or as a pattern.
When using eighth notes in any part of the item, only use
beamed eighth notes.
When using eighth notes in any part of the item, only
use beamed eighth notes.
Do not use syncopation for any part of the item.
Items should only include a single beat.
Do not use syncopation for any part of the item.
Do not use any form of a staff for any part of the item.
Items should only include either a single beat or a single
beat designated within a pattern (e.g. 3-beat or 4-beat
pattern).
Do not use any form of a staff for any part of the item.
Content PO or
DOK
Item Specification
Standard
Strand 1 (Create), Concept 5: Reading and notating music.
S1.C5.PO4.
reading and notating
nonstandard musical
notation
2
Students match descriptions with nonstandard musical
notation.
Pre-requisite knowledge
Entry level content
Do not assess.
Example of description: A piece of music starts low and goes
higher.
Nonstandard musical notation can include, but is not limited
to, staircases, arrows, pictures of musical instruments, etc.
S1.C5.PO5.
Identifying parts/symbols in
a musical score:
• staves
• clefs
1
Students identify a 5-line music staff (e.g. treble clef
staff, bass clef staff).
Staves should not have notes or other symbols on them
for any part of the item.
Students identify symbols (i.e. treble clef and bass clef).
Do not assess.
Blueprint
Percentage
Content PO or
DOK
Item Specification
Pre-requisite knowledge
Standard
Entry level content
Strand 2 (Relate), Concept 1: Understanding the relationships among music, the arts, and other disciplines
outside the arts.
S2.C1.PO1.
showing musical pulse,
pattern and phrasing
through movement
S2.C1.PO3.
recognizing composers’
motivations for creating
music
3
Blueprint
Percentage
10%
Not Assessed
Not Assessed
Students choose appropriate music style (i.e., march,
lullaby, song of celebration, patriotic) written for a life
event (i.e., parade, baby sleeping, celebration) or love of
country.
Students choose appropriate music style (i.e., march,
lullaby, song of celebration) written for a life event (i.e.,
parade, baby sleeping, celebration).
Do not use the name of a specific composer.
Do not use the name of a specific composer.
Avoid vocabulary that could have bias issues (e.g., holiday).
S2.C1.PO4.
exploring and analyzing the
relationship of music to
language arts, visual arts,
literature
3
Avoid vocabulary that could have bias issues (e.g.,
holiday).
Students select a style of music to represent a short text.
Students select a style of music to represent a piece of
art (with obvious emotion).
Musical choices include music that elicits an emotion,
presents a pattern, represents a life event, etc. (Musical
patterns should be written in standard musical
notation.)
Text choices should be familiar to students (e.g.,
Twinkle, Twinkle, Little Star; Jingle Bells; Chicka Chicka
Boom Boom, Mary Had a Little Lamb).
Students select a style of music to represent a piece of art.
Musical choices include music that elicits an emotion (i.e.
happy, sad, angry, scary), presents a pattern, represents a
life event, etc. (Musical patterns should be written in
nonstandard musical notation.)
Content PO or
DOK
Item Specification
Pre-requisite knowledge
Standard
Entry level content
Strand 2 (Relate), Concept 2: Understanding music in relation to history and culture.
S2.C2.PO1.
classifying various uses of
music in daily experiences
(e.g., songs of celebration,
game songs, marches, T.V.
and movie sound tracks,
dance music, work songs)
2
Students match representations of music in daily life to daily
life events.
Representations can be short descriptions of daily life events
(e.g. a person rocking a baby to sleep; a band playing in a
parade) or images of events (e.g., a picture of a band in a
parade, a person rocking a baby, children playing games).
Blueprint
Percentage
6%
Students match representations of music in daily life to daily life
events.
Representations can be images of events (e.g., a picture of a band
in a parade, a person rocking a baby, children playing games).
Strand 2 (Relate), Concept 3: Understanding music in relation to self and universal themes.
S2.C3.PO1.
drawing a picture that is
inspired by listening to a
specific piece of music
S2.C3.PO2.
explaining music
preferences (I like it
because…)
Not Assessed
Not Assessed
Not Assessed
Not Assessed
Content PO or
DOK
Item Specification
Standard
Strand 3 (Evaluate), Concept 1: Listening to, analyzing, and describing music.
S3.C1.PO1.
recognizing that music
moves by steps, skips, leaps,
and repeats
2
Pre-requisite knowledge
Entry level content
Blueprint
Percentage
30%
Students recognize a step, skip, leap, and repeated notes
within a short musical example.
Students recognize melodic shape (i.e., upward, downward,
stays the same).
Students identify a step, skip, leap, and repeated notes
in standard notation.
Use nonstandard musical notation only.
Excerpts for question stem should be limited to 2measures and include no more than two elements.
Answer choices may include no more than two elements
based on the questions (i.e., upward, downward, stays the
same).
Answer choices may include no more than two elements
based on the questions (e.g., steps and skips, steps and
leaps, repeated and leaps, etc.).
If musical patterns are included in the answer choices, they
should be limited to one element per selection (i.e., upward
only, downward only, stays the same only).
If musical examples are included in the answer choices,
they should be limited to one measure and one element
per selection (i.e., steps only, skips only, leaps only,
repeated notes only).
Do not use ledger lines for any part of the item; stay
within the staff (i.e. E to F).
S3.C1.PO2.
identifying the sound of a
variety of band, orchestra,
and classroom instruments
1
S3.C1.PO3.
recognizing AB and ABA
forms
2
Skips will be limited to an interval of a 3rd, and leaps will
be an interval of a 6th or greater.
Students identify the sound (i.e., high/low) of a musical
instrument (e.g., tuba/flute).
Limit examples to band, orchestra, and classroom
instruments for any part of the item.
Students match non-musical graphics (e.g., pictures,
images, icons) to AB and ABA forms.
Students identify instruments (from graphics).
Limit examples to band, orchestra, and classroom
instruments for any part of the item.
Students recognize patterns using graphics.
Graphics can include pictures of musical instruments.
Do not use standard notation for any part of the item.
S3.C1.PO4.
responding to various
moods heard in music
through facial expression,
body posture and/or
movement
Not Assessed
Not Assessed
Content PO or
DOK
Item Specification
Standard
Strand 3 (Evaluate), Concept 2: Evaluating music and music performances.
S3.C2.PO1.
expressing personal
reactions to a music
performance through words
and drawings (I like it
because…)
S3.C2.PO2.
listening attentively while
others perform and
showing appropriate
audience behavior for the
context and style of the
music performed
2
Pre-requisite knowledge
Entry level content
Blueprint
Percentage
6%
Not Assessed
Not Assessed
Students identify appropriate audience behavior from
pictures or descriptions.
Students identify appropriate audience behavior from
pictures or descriptions.
Pictures and descriptions can include children
whispering to each other during a musical concert;
people clapping at the end of a performance; yelling
during a performance; pictures of various performances
(e.g., rock/pop concert, symphony concert, choral
concert).
Pictures and descriptions can include children whispering to
each other during a musical concert; people clapping at the
end of a performance; yelling during a performance;
pictures of various performances (e.g., rock/pop concert,
symphony concert, choral concert).