It is very important to accurately assess student's musical growth in music performance based classes. All too often, music educators of ensembles think that if students attend and participate in music ensembles, they will be able to simply "get by," learning necessary skills along the way as they spend more and more time in rehearsal. This is true to some extent, but without accurately measuring individual performances and knowledge learned in class, grades become a reward for good behavior in class instead of a tool for meaningful feedback.
Another danger in this approach to grading is that some students will end up with an inaccurate picture of what their skills actually are. This might lead to a student considering themselves ready to pursue a career in music performance when, in the larger world of music performance, they are inadequately prepared compared to their peers. This could have devastating effects for the students and families of students who are college-bound. While festival assessments provide a measure of reality for some students, some students whose districts do not attend festivals, the band or orchestra teacher's grade may be the only indicator.
In the instrumental music classroom, students should be assessed on the skills and knowledge to which instructional time has been devoted. If students are learning a new rhythm in a piece, grades on a cognitive assessment can provide teachers with an opportunity to gauge understanding and adjust strategies to make sure that all students understand the concept. This exercise would address the larger National Standard No. 5 (reading and notating music)and scores on the test would give individual students meaningful feedback. A good way for band and orchestra directors to provide lots of meaningful feedback and address National Standards 2 and 4 would be to have individual students leave the room, one at a time, and videorecord a prepared portion of a solo. The teacher could then review each videotape and provide meaningful feedback to each student. Keeping these videorecordings on file, in both the student and teacher portfolio, would provide an authentic record of growth for each student.
Good thoughts, Becky. I think the biggest misconception about assessment is that it's all about giving grades. It's purpose really should be diagnostic, used as a tool to help students to continue to learn and develop musically. Since you've had MUED 442, you should have a very solid background in assessment in music education.
ReplyDeleteHi Becky! I like your idea of videotaping the students to create a record of growth for you students. I've thought about doing the same for my students as well. I teach K-5 General Music and 5th Grade Choir. I know the Choir teachers at the middle school and high school record their students each year in order to assess progress and to keep a record of growth. I am currently updating my music assessments at the elementary level. I test students on note values and the lines and spaces of the treble clef staff. Students also create an original composition at each grade level. Do you feel that videotaping students would be an effective assessment tool at the elementary level? As an ensemble director, what is your vision of elementary school assessment in preparing students for your programs in the future?
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