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Assessment in the Music Classroom DePaul University. Aileen Miracle a ileen.miracle@yahoo.com. What is Summative Assessment?. What is Summative Assessment? Assessment OF learning. What is Summative Assessment? Assessment OF learning Assessment used by the teacher to grade.
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Assessment in the Music Classroom DePaul University Aileen Miracle aileen.miracle@yahoo.com
What is Summative Assessment? • Assessment OF learning
What is Summative Assessment? • Assessment OF learning • Assessment used by the teacher to grade
What is Formative Assessment? • Assessment FOR learning
What is Formative Assessment? • Assessment FOR learning • Assessment used by the teacher not to grade, but to gauge students’ understanding of concept
Summative vs. Formative Example of summative only gradebook
Summative vs. Formative Example of formative and summative gradebook Example of formative and summative gradebook
Why assess? • To obtain evidence of musical growth and progress
Why assess? • To obtain evidence of musical growth and progress • To guide instruction and choice of teaching strategies
Why assess? • To obtain evidence of musical growth and progress • To guide instruction and choice of teaching strategies • To help validate the music program
Why assess? • To obtain evidence of musical growth and progress • To guide instruction and choice of teaching strategies • To help validate the music program • To provide evidence of accountability for student learning From “Assessing the Developing Child Musician” by Brophy
Video #1: Popsicle Sticks Video #2: Rhythm manipulatives Video #3: Solfa manipulatives Video #4: Fruit composition activity on SMART Board Video #5: Fruit composition in groups
Formative and Summative Assessments • Singing
Formative and Summative Assessments • Singing • Manipulatives
Formative and Summative Assessments • Singing • Manipulatives • Pre-Test/ Post-Test
Formative and Summative Assessments • Singing • Manipulatives • Pre-Test/ Post-Test • Voting
Formative and Summative Assessments • Singing • Manipulatives • Pre-Test/ Post-Test • Voting
Other Ways of Assessing • Dry erase boards for rhythmic writing
Other Ways of Assessing • Dry erase boards for rhythmic writing • Staff dry erase boards for note writing
Other Ways of Assessing • Dry erase boards for rhythmic writing • Staff dry erase boards for note writing • Staves and chips
Other Ways of Assessing • Dry erase boards for rhythmic writing • Staff dry erase boards for note writing • Staves and chips • Playing instruments
Other Ways of Assessing • Dry erase boards for rhythmic writing • Staff dry erase boards for note writing • Staves and chips • Playing instruments • Student response systems
Other Ways of Assessing • Dry erase boards for rhythmic writing • Staff dry erase boards for note writing • Staves and chips • Playing instruments • Student response systems • Worksheets
Other Ways of Assessing • Dry erase boards for rhythmic writing • Staff dry erase boards for note writing • Staves and chips • Playing instruments • Student response systems • Worksheets • Beat and rhythm charts
Other Ways of Assessing • Dry erase boards for rhythmic writing • Staff dry erase boards for note writing • Staves and chips • Playing instruments • Student response systems • Worksheets • Beat and rhythm charts • Solfa Cups
Other Ways of Assessing • Dry erase boards for rhythmic writing • Staff dry erase boards for note writing • Staves and chips • Playing instruments • Student response systems • Worksheets • Beat and rhythm charts • Solfa Cups • Other ideas?
Types of Assessments • Knowledge: Students identify facts/ concepts
Types of Assessments • Knowledge: Students identify facts/ concepts
Types of Assessments • Knowledge: Students identify facts/ concepts • Performance: Students demonstrate
Types of Assessments • Knowledge: Students identify facts/ concepts • Performance: Students demonstrate • Reasoning: Students reason or problem solve
Types of Assessments • Knowledge: Students identify facts/ concepts • Performance: Students demonstrate • Reasoning: Students reason or problem solve • Product: Students create
Types of Assessments • Knowledge: Students identify facts/ concepts • Performance: Students demonstrate • Reasoning: Students reason or problem solve • Product: Students create
Example of Performance Assessment
Creating a rubric • Decide what you want to assess
Creating a rubric • Decide what you want to assess • Decide what mastery looks like, then build your rubric from that
Creating a rubric • Decide what you want to assess • Decide what mastery looks like, then build your rubric from that • Could keep in mind: 4: No mistakes 3: Very few mistakes 2: Students can achieve task, but need assistance 1: Students cannot achieve task, even with assistance
Before moving onto Q, students should be able to: • Read patterns with sd and q
Before moving onto Q, students should be able to: • Read patterns with sdand q • Write patterns with sd and q
Before moving onto Q, students should be able to: • Read patterns with sdand q • Write patterns with sd and q • Figure out form for songs with sd and q