Assessment in the Music Classroom DePaul University

1. Assessment in the Music Classroom DePaul University Aileen Miracle aileen.miracle@yahoo.com

2. What is Summative Assessment?

3. What is Summative Assessment? • Assessment OF learning

4. What is Summative Assessment? • Assessment OF learning • Assessment used by the teacher to grade

5. What is Formative Assessment?

6. What is Formative Assessment? • Assessment FOR learning

7. What is Formative Assessment? • Assessment FOR learning • Assessment used by the teacher not to grade, but to gauge students’ understanding of concept

8. Summative vs. Formative

9. Summative vs. Formative Example of summative only gradebook

10. Summative vs. Formative Example of formative and summative gradebook Example of formative and summative gradebook

11. Why assess?

12. Why assess? • To obtain evidence of musical growth and progress

13. Why assess? • To obtain evidence of musical growth and progress • To guide instruction and choice of teaching strategies

14. Why assess? • To obtain evidence of musical growth and progress • To guide instruction and choice of teaching strategies • To help validate the music program

15. 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

17. 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

18. Formative and Summative Assessments

19. Formative and Summative Assessments • Singing

20. Formative and Summative Assessments • Singing • Manipulatives

21. Formative and Summative Assessments • Singing • Manipulatives • Pre-Test/ Post-Test

22. Formative and Summative Assessments • Singing • Manipulatives • Pre-Test/ Post-Test • Voting

23. Formative and Summative Assessments • Singing • Manipulatives • Pre-Test/ Post-Test • Voting

24. Other Ways of Assessing

25. Other Ways of Assessing • Dry erase boards for rhythmic writing

26. Other Ways of Assessing • Dry erase boards for rhythmic writing • Staff dry erase boards for note writing

27. Other Ways of Assessing • Dry erase boards for rhythmic writing • Staff dry erase boards for note writing • Staves and chips

28. Other Ways of Assessing • Dry erase boards for rhythmic writing • Staff dry erase boards for note writing • Staves and chips • Playing instruments

29. 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

30. 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

31. 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

32. 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

33. 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?

34. Types of Assessments

35. Types of Assessments • Knowledge: Students identify facts/ concepts

36. Types of Assessments • Knowledge: Students identify facts/ concepts

37. Types of Assessments • Knowledge: Students identify facts/ concepts • Performance: Students demonstrate

38. Types of Assessments • Knowledge: Students identify facts/ concepts • Performance: Students demonstrate • Reasoning: Students reason or problem solve

39. Types of Assessments • Knowledge: Students identify facts/ concepts • Performance: Students demonstrate • Reasoning: Students reason or problem solve • Product: Students create

40. Types of Assessments • Knowledge: Students identify facts/ concepts • Performance: Students demonstrate • Reasoning: Students reason or problem solve • Product: Students create

41. Example of Performance Assessment

42. Creating a rubric

43. Creating a rubric • Decide what you want to assess

44. Creating a rubric • Decide what you want to assess • Decide what mastery looks like, then build your rubric from that

45. 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

46. Rubric for melodic dictation:

47. Rubric for creating patterns:

48. Before moving onto Q, students should be able to: • Read patterns with sd and q

49. Before moving onto Q, students should be able to: • Read patterns with sdand q • Write patterns with sd and q

50. 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