You have your curriculum, your rubrics, your comments and your assessment trackers all ready to go. But it can be difficult to find the opportunity for when or what to assess. Specials require several different types of annecdotal and observational evidence. So how should you be assessment-minded in the music room?
Finding Opportunity to Assess
We’ve discussed the triangle method HERE, but where do you look to use it? For best results, use a variety of scenarios to draw the triangle.
For a recap, we had decided that students need to demonstrate concept, skill or understanding three different times on three different days, whenever those happen.
The primary assessment can be in a large group practicing simultaneously. This assessment can be informal and observational. You are checking to see if they can follow the sequence of instruction. At this stage, the demonstration is still being guided by the instructor (you).
For the next round of assessments, you can break into small groups. This can mean groups of 4 or 5 practicing, exploring and sharing OR in a centers rotation. You can chose to be present at the “theory station” to aid in guidance or let sthe students help each other.
Small groups can also mean partners. Depending on how you run your stations or how you manage students in “free time”.
A final tactic are interviews. You can have students perform in partners or individually. I like this because it can be quick and doesn’t add much more pressure as it is not a “test”. I also take this opportunity to record the student’s learning and post to SeeSaw!
What to Assess in the Music Room
What are you supposed to be assessing, anyway? There are so many things at play and a lot of skills are cross-curricular and scaffolded throughout your program. This is when you refer back to your scope and sequence.
- Performance Skills or Making Music (rhythm, melody, the demonstration of action)
- Knowledge and Understanding, Connecting to Music (comprehending music context)
- Creative Exploration and Decision (generating reasons and ideas)
- Language and Responding (critical thinking)
All of these categories will be present. It is up to you to isolate and nurture each one. For more information about the curriculum I incorporate, visit: https://www.edu.gov.mb.ca/k12/cur/arts/docs/music_k8_2nd.pdf
How to Assess in the Music Room
We’ve discussed when and what to assess, but now how to actually find the pieces for assessment. There are two categories to consider.
Informal
Informal assessment is exactly what it sounds like. Brief check-ins to make sure that the instruction was recieved clearly. This is where you can see if the student has understanding and also to see if you’ve communicated well. Sometimes you will need to revist the instruction piece and approach it in a different way. This is easily used in the PROCESS of learning and making music. Informal assessments can look like:
- Casual Observational
- Annecdotal Narrations
- Student Response/Check-ins
Formal
Formal assessments focus more on the final PRODUCT. This can be found:
- Playing Tests
- Recordings
- Concerts
- Paperwork
There are so many ways to complete assessments. This is what has worked in Mrs. V’s Music Room. Feel free to grab these Dictation Papers and adjust as needed for YOUR music room!
