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INTASC Standard #8 |
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Assessment of Student Learning |
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Assessing students is very important for
teachers for a variety of reasons.
Firstly, it validates what we are doing with our students. Secondly, it allows the teacher to see
where the student is. Thirdly, it
allows the students themselves to know how they are doing. Lastly, and equally important, assessing
students gives the teacher the opportunity to assess how well they are
teaching. Music teachers have many means of
assessment at their disposal besides attendance. Music is among the unique subjects in that
it allows for students to be able to create, perform, write, describe, and do
numerous other things that can be assessed.
Having music theory or terms on only a final exam does not cut it
either. Due to music’s subjective nature, assessment can be tricky and
there are many different ways of assessment, such as through formative or
summative means, or through portfolios or playing tests. With enough effort and planning, music
teachers can create good methods for assessing students to make them better
musicians. A big part of my music theory assessment involved students doing
exercises on the board. This is a more informal type of assessment
that allowed the students a chance to practice the material with my feedback
and instruction, without actually given a grade for the work. For formal assessment I assigned a variety
of worksheets
and gave quizzes
and tests.
In a rehearsal setting, a music teacher can informally assess students on an
ongoing basis. For formal assessment
in band we assigned scale worksheets to the students after reviewing the
material in class. Here
(view for comments and score earned by the group)I assessed a trombone
quartet using a pre-designed adjudicator’s sheet that provided feedback
on performance qualities. It is very important that students
and parents know what the grading policy of the teacher will be. See the grade policy section of the Band Handbook I created for an example of a very
general grade policy outline.
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