HOW TO USE FORMAL AND INFORMAL ASSESSMENT IN THE MUSIC CLASSROOM: TIPS FOR DEVELOPING MUSIC EDUCATORS PANEL PRESENTERS: SOO HAN, CARMEL HIGH SCHOOL LAURA E. HELMS, BLOOMFIELD JR/SR HIGH SCHOOL LISA SULLIVAN, MOHAWK TRAILS ELEMENTARY SCHOOL MODERATOR: PETER MIKSZA, IU JACOBS SCHOOL OF MUSIC IMEA Professional Development Conference 2014
Introduction: Some Distinctions Testing and Accountability Assessing Student Learning ¨ Standardized testing ¨ Information about teacher criteria ¨ Inauthentic measures and/or objectives ¨ Setting and meeting curricular goals ¨ Curricular narrowing ¨ Authentic measures of artistic activity Helping Students Learn… Helping us improve… Documenting change…
Some Slippery Terms and Concepts ¨ Assessment ¤ The overall process of making analytical judgments about student learning ¨ Test ¤ A task or series of tasks used to obtain systematic observations presumed to be representative of students’ learning ¨ Measurement ¤ A process that assigns numbers and/or attributes to characteristics of student learning according to specific formulations or rules ¨ Evaluation ¤ The process through which a value judgment or decision is made with the measures taken ¨ Grading ¤ Reporting results of evaluations to students, parents, and community
Thoughts on “Good” Assessment ¨ Reliable ¤ Measures and evaluations should be objective and free from bias n Consistent across students and across evaluators n Free from subjective preferences ¨ Valid ¤ A test should reflect what it purports to, you should be testing what you say you are testing ¨ Continuous ¤ students/parents/community should receive regular and continuous feedback about progress in learning n So information can be applied towards adjustments in learning/study/ practice habits
Thoughts on Assessment for Elementary Music Lisa Sullivan Mohawk Trails Elementary School
Formal Assessments ¨ Rubrics are the best choice if you want to know what a child can do! ¨ Basic knowledge tests (i.e., note names, music symbols) only assess that the student can “identify,” it doesn’t mean that they can “apply!” ¨ Elementary students need clearly written criteria and they need feedback as soon as they perform so they can make the changes to improve their skills.
Standard 1: Singing alone and with others
Standard 2: Playing an instrument alone and with others
Standard 3: Improvising melodies, variations, & accompaniments
Standard 4: Composing and arranging music within specified guidelines
Standard 5: Reading, notating, & interpreting music
Informal Class Assessments ¨ Thumbs up or down for ‘yes’ & ‘no’ answers ¨ For same & different – 2 hands in a fist for the same; 1 hand fist & 1 hand flat open for different ¨ Pointing up & down for ‘moving up’ & ‘moving down’ ¨ Numbers in hands to show 2 phrase numbers that are alike or different Great for Standard 6: Listening to, analyzing, & describing music Used in many situations, but mostly for standards 6-9
Tracking & Reporting skills ¨ Skills and behavior should be assessed SEPERATELY! ¨ Find a tracking method that works for you ¤ ipad ¤ Seating chart (paper/pencil or dry erase) ¤ Excel spreadsheet ¨ Be consistent & encouraging (but be lovingly honest J ) ¨ When choosing material for lessons, think about HOW you will assess and how you plan to track that data!
Thoughts on Assessment in the Choral Classroom Laura E. Helms Bloomfield JR/SR High
General Considerations ¨ How do we encourage creativity and love of music while still assessing and holding accountable? ¨ Rubrics are the best way to stay objective. ¤ Shows them exactly what you are looking for – it’s nothing personal! ¤ Don’t use too many criteria – keep it quick. ¨ Attitude and participation are important, but not everything.
Formal Assessments ¨ SmartMusic or individual hearings for sight-reading. ¤ 2 points per measure. Partial credit can be earned. ¨ Small ensemble (1 per part) hearings for repertoire quizzes. (see rubric) ¨ Pencil & paper quizzes for theory knowledge PLUS… ¨ Bell work compositions to apply theory.
Example Repertoire Quiz Rubric Repertoire Quiz Rubric ¡ ¡ 3 ¡ 2 ¡ 1 ¡ Part Holds own part Holds own part Does not hold Independence ¡ throughout the throughout some own part excerpt. ¡ of the excerpt. ¡ throughout the excerpt. ¡ Vocal Technique ¡ Displays proper Displays proper Does not display breathing, breathing OR proper blending, and blending, OR breathing, vowel shape. ¡ vowel shape. ¡ blending, or vowel shape. ¡
Thoughts on Assessment for Secondary Instrumental Music Soo Han Carmel High School
General Considerations ¨ Need for assessment ¤ Opportunity for group and individual (especially in ensemble setting ) feedback ¤ Assessments/feedback lead to change (student learning, behavior, skills, habits etc.)
Assessment vs. Feedback ¨ Assessment VS Feedback ¤ Assessment is the SYSTEM --- Feedback is the DELIVERY ¤ Both are important for student learning
Formative and Summative Assessment ¨ Assessment should consist of both, formative and summative approaches ¤ Formative assessment: Short and informal assessments that occur frequently (“frequently” during individual lesson, “frequently” throughout the week, “frequently” throughout the unit, etc.). ¤ Summative assessment: Formal and more comprehensive evaluation of students’ learning that occurs at major points throughout the school year (end of unit, end of semester, etc.)
Formative Assessment ¨ TEACHER providing constant directions, requests, and feedback that is given from the podium throughout a rehearsal ¨ Informal conversations that can occur between TEACHER and STUDENT regarding their performance ¨ Thumbs up/down (eyes closed – peer pressure!) ¨ Finger count (1- I got it, 2- lets drill a little more, etc.) ¨ QUICK individual playing (down the line)
Formative Assessment (cont.) ¨ Playing exams ¨ Exit slips ¨ Informal recordings of ensemble ¨ Break into smaller groups ¨ “Echo” teacher demonstrations ¨ Technology tools, Essential Elements Interactive, SmartMusic, etc.
Example of exit slips in music
Summative Assessment ¨ Concerts and performances ¨ Festivals and contests where feedback is provided ¨ Written essays regarding musical topics ¨ Playing exams ¨ Miscellaneous big projects (production of CD/ album, special performance/production, etc.)
Administering Assessments ¨ Playing exams Select excerpts using actual parts 1. Create master list 2. Plan/map out exam schedule 3. Assign exams 4.
Selecting an Excerpt Geor~es Enesco Romanian jithapsody No. 1 la VIOLONS
Creating a Master List
Plan/map out…
Assign (Sample screen shot)
Assessment and Student Practice ¨ USE ASSESSMENT to strategically teach good concepts you want your student to incorporate in practice ¤ Asks students to perform excerpts at slow, medium, and ‘fast’ tempos n Consider playing exams in class ¤ Prepare excerpts so that students do not always start from the beginning
Assessment and Student Practice (cont.) ¤ Prepare excerpts so that they isolate and check for understanding of difficult techniques/concepts that may not be obvious n Getting into a phrase might have technical and musical challenges than start at the beginning a phrase ¤ Encourage use of metronome n Force them to play passages for you using it ¤ Check for items that students’ might otherwise ‘blow off’ n So that eventually IT becomes a HABBIT in their playing
Assessment and Rehearsal Planning ¨ USE ASSESSMENT TO GUIDE YOUR LESSONS/ TEACHING ¤ Assessments can serve as feedback for TEACHERS to create/plan their lessons ¤ Write down concepts, techniques students are struggling with and focus on those concepts in your future lessons, come up with other strategic ways of addressing these items. ¤ If data reveals that MOST students struggle with a certain passage, concept, etc. it is most likely a TEACHER issue…
Rubrics ¨ RUBRICS helps to evaluate MUSIC objectively (as much as possible). ¤ Share the rubric with students to help understand the expectations ¤ Spend a considerable amount of time designing your OWN rubric that suits YOUR needs and the needs of YOUR students n My rubrics changes every year depending on students, needs n One rubric DOES NOT fit all…
Rubric for Advanced Orchestra Class
Rubric for “beginning/intermediate” orchestra class
Playing Exam Excerpt ¨ Demonstrated by ‘middle of the road’ student SLOW FAST ¤ Teacher learns what needs to be addressed more from this assessment!
Technology and Assessment ¨ These can be a powerful tool to: ¤ Demonstrate student growth ¤ Document students’ work ¤ Use as ‘artifacts’ of musical activities
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