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GIVING GRADES IN CHOIR CLASS: IDEAS FOR MEASURING YOUR STUDENT’S SINGING ACHIEVEMENTS presented by James D. Borst, PhD East Grand Rapids High School MSVMA Summer Workshop Lansing, Michigan August, 2018. Since my last report, your child has reached rock bottom and has started to dig.
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GIVING GRADES IN CHOIR CLASS: IDEAS FOR MEASURING YOUR STUDENT’S SINGING ACHIEVEMENTS presented by James D. Borst, PhD East Grand Rapids High School MSVMA Summer Workshop Lansing, Michigan August, 2018
Since my last report, your child has reached rock bottom and has started to dig. This student has delusions of adequacy. The student sets low personal standards and then consistently fails to achieve them. The student has a “full six-pack”, but lacks the plastic thing to hold it all together. Student has been working with glue too much.
Gates are down, lights are flashing, but the train isn’t coming yet. If this student were any more stupid, he’d have to be watered twice a week.The wheel is turning, but the hamster is dead. It’s hard to believe the sperm that created this student beat out 1,000,000 others.
Assigning Grades in Choir Class: Ideas for Measuring Your Student’s Singing Achievements Outline I. Introduction A. What is the purpose of measurement and evaluation? 1. Advantages 2. Disadvantages Overarching concept for checking for understanding is to improve instruction B. The difference between measurement and evaluation C. Reliability &Validity D. Session thesis: Guidelines for measuring state-mandated standards are needed to define the intent and purpose of those standards.
II. Research suggests that rating scales may be the best tool for measuring performance achievement. A. Idiographic and Normative Tests B. Dimensions and Criteria C. Types of Rating Scales 1. Additive 2. Continuous 3. Numerical D. Knowing and understanding the music aptitude of your students
III. Choral Performance Class Involves Active Participation A. Examples of Performance Assessment Tools Several examples of assessment tools are included in the packet. We will peruse several of them. Use them as references for creating rating scales and rubrics. B. The Borst Choral Participation Scale Based on behavioral outcomes on a daily basis. C. MSVMA Board of directors rubrics D. Using SCHOOLOGY for student assessment.
IV.Conclusion • If choral performance classes are considered to be an integral part of the school’s core curriculum, then measuring student’s musical achievement is essential. • Measuring individual achievement is as important as measuring group achievement. • Consider: • “Every student has some potential to achieve in music. However, if music educators do not know the musical potential and achievement of each child, they will never be able to facilitate the kind of music achievement that makes keeping music in the curriculum a necessity. In every curricular subject, the achievement of individual students is carefully monitored, and the teachers are able to discuss and provide evidence of this achievement in meaningful ways. This can only be achieved through measurement.” (Taggart, 2002).
Let’s keep Michigan singing, knowing that at its deepest reaches, choral music, in all its forms, describes and interprets what it means to be human at levels that cannot be attained by any other form of education. Our professional obligation demands that we know how our instruction transcends our students to being musically educated to their maximum potential as a functioning human being. -James Borst
