intasc 6
Standard 6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
To assess students, an effective teacher uses both formative and summative assessment, and knows how to use them appropriately. Much of the assessment a music teacher does its formative. Students need real time feedback in their music making. A great music teacher can listen to a student, assess their work, diagnose any errors and provide helpful solutions on the fly. No matter what style of assessment, it is important that it matches the content being covered and the skill level of the student. A music teacher should understand the skill level of each student and make decisions about how to assess the students accordingly. Students need to feel successful to be motivated to learn but also be challenged enough that learning can happen. Meaningful feedback is crucial for student understanding of their own progress.
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I have developed my understanding of standard 6 through peer teachings and field teachings. The type of assessment I have done the most thus far is formative assessment. Formative assessment is much more informal than a test which would be called summative assessment. An example of formative assessment is when I walk around the room to listen to students more closely. In band methods I would have a group of students, such as the brass, play alone and I would make comments and corrections to the students accordingly. A comment may be the tone of the passage or that the articulations were not matching. Formative assessment is the main way I use assessment because it gives the students specific and individual feedback on how to improve. During this time, I can use questioning to see what students know and they can ask questions of me so I can be more clear. By maintaining a dialogue while assessing, students are more likely to be engaged in the music making process and learn through the assessment.
The methods courses I have taken have greatly improved by use and understand of standard 6. These courses developed my understanding of what assessment means in music education and how to use it effectively. I will continue my development of assessment in practicum and student teaching. I have much less experience with summative assessment. I hope to work with my mentor teachers to understand how uses summative assessment. This may included rubrics for playing tests or ideas about written assignments. With the growing power and prevalence of technology, I am sure that there will be a similar growth in the utilization of technology as a teaching and assessing tool. I plan to continue to go to music education conferences to gain new insights about assessment.
Below is an article about assessment and a corresponding journal reflection.
MUSE 375
This course definitely developed my knowledge of standard 6. I learned about the two types of assessment, formative and summative. As a teacher, I will mostly use formative assessment. This type of assessment is informal and will happen everyday we make music together. I will provide instant and varying feedback to the group and individuals. Summative assessment is more formal. This type of assessment comes in the form of playing or written tests. Varying use of both types of assessment is important to keep students engaged. I think the use of video playing exams as well as essays could be useful in assessing students.
MUSE 355
​In String Methods we discussed various types of assessment. The primary means of assessment that a teacher uses is formative assessment. This type of informal assessment is done while instruction is in progress. The teacher should make note of student progress and suggest ways to improve. We also talked about using a rating system for scales, practice charts, and performance checklist. It is important to provide students the criteria with which they are being assessed. I think that playing ability is not the only thing that should be assessed in the music classroom. To broaden student horizons, essays or composition projects can be completed. These outside projects are important for assessing and developing comprehensive musicianship. A tool from Dr. Spieker is the pass off card. This card includes a practice log as well as scales and other skills that the student should eventually pass off for credit. Using this term pass off rather than playing test is not as intimidating.
