Readings #7

Annie Thiese
Music 23241
10/20/11

Campbell, Patricia. (2008). Musician & teacher; Chapter 13.

       This chapter is about assessment.  The importance of assessment is often overlooked, but in order to understand what teaching approach works, a teacher must accurately assess the students.  There are three kinds of assessment, Diagnostic, Formative, and Summative.  There are four steps for effective assessment, step one is too identify the goals. Step two is to specify the learning outcome.  Step three is develop a strategy to achieve the outcome. Step four is to record the students, and give them feedback.  There are many ways to give the student feedback including rubrics, performance tests, and music reports.   Take into account performances and concerts in evaluating students.  One of the benefits of evaluation is it helps you explain to parents why their child is having trouble, and how you can help the student.
       My band director only had a few types of assessment.  In marching band at my high school, grades were based on what music you had memorized, and your attendance.  If you were not testing music off your grade was lower.  The only assessment my director had for the concert bands was the audition.  In my high school band program, it was difficult to get a low grade in band, because there was so little assessment going on.  The only time I can remember, in my experience, a playing test was in sixth grade, it was to make sure we were practicing at home.
       I agree wit this chapter about how important assessment is.  If a parent is concerned about their child's performance, and you do not have records of them playing, you cannot accurately tell them what their child needs to improve.  Though you may listen to the student in class, you cannot be sure how well they are playing based on full ensemble practice.   If you have proof the student is having difficulty, the proof makes the parent feel better, and helps them support your program.
       The assessments also help students improve.  The knowledge that a student has can be put onto paper when they are assessed.  Once you let the student be assessed, you will know the playing level of the student, and how they can improve.  These tests will also motivate the student to practice.  If a student knows they will be taking a playing test, they will be more likely to work harder on what is being tested, so they get a good grade.  This boost of morale helps the ensemble environment as well.
       When one student works harder the competition in students increases.  If a student begins practicing more for a test, and starts improving, they may move up a few chairs in the ensemble.  When the student moves up a few chairs, their classmates begin to get competitive.  This competitive nature will help the band, because the sections will begin improving.  The tests also help the director figure out who needs help, and who is exceptional in the band.

Bauer, William. Authentic Assessment in Instrumental Music Education.

       I would be interested in reading "Assessment as Learning".  This title sounds interesting because it seems to discuss how a teacher can learn through assessment.  I think this is important because when you learn from assessing, you realize what is wrong, and try to fix the problem.  I would also like to read "Developing Grading and Reporting Systems for Student Learning".  This title sound interesting because it sounds as though it sets guidelines on how to assess students.  Setting guidelines is important because it helps teachers who have not had the experience to create their own assessment tool.  I would also be interested in "Tests & Measuring for People Who (Think They) Hate Tests & Measurement".  This title sounds interesting because it sounds as though it explains tests and measurement differently than most people think.  It seems to bring new light to the ideas of tests and measurement to trick people into learning.
       The first link I went to was the Music Assessment Home Page.  The home page is for the University of Miami.  The site provides students with observation forms to better the learning experience of watching someone teach.  The site also provides a glossary for music terms, to better the knowledge of students.  The site also has a page of links for more resources on music.  The page also provides a link to a page about rubrics and what rules you should create to help your students.
       The second link I went to was the Smart Music link.  This site provides information for both students and educators.  The site also provides scores for anyone who needs music.  There are links to the store, support and the community.  Under the community there are examples of how smart music has helped different communities.  The smart music website also provides equipment to help a person not only teach, but also perform to the best of their abilities.

Burrack, Fredrick. (2002). Enhanced assessment in instrumental programs.

       This article is about what you should be looking for in assessment.  You should look for thinking skills such as problem solving and creative thinking.  The students should learn to assess themselves and be able to know how to make an accurate assessment to better improve themselves.  Teach the students to assess the large ensemble so they learn about listening to the large group and making an assessment.  The assessments should be linked to the grades of students, to help them improve and raise their grade.  Students find that assessment is a good motivator, and they work harder when they are being assessed.
       I agree with this article because there are many advantages to assessing students.  Students need to learn for themselves, and the best way to do that, is to have them do the assessment.  This form of activity not only gives students the opportunity to use their creative thinking and judgement, but it also makes them aware of how to asses, and how it helps.  If the students assess themselves it gives them a greater understanding of what they need to improve, and that can help them in the long run.
       When the students assess themselves they are only learning about what they as an individual need to improve.  The students should then be made to assess the large ensemble.  This will help the students gain more experience on assessment and how improvements can be made.  Along with helping the student, this large group assessment also allows the large group learn about what they need to improve on.  When the students are assessing the large group, it also helps them learn to listen to the group and not focus on their own music.
       Assessment is also a good tool for motivation.  When students are assessed, they are given a challenge to do the best that they can do.  Challenges are one of the best ways to motivate people.  When the student knows they will be assessed they tend to practice more so they do well on their assessment.  When one student begins improving, that in turn motivates the others in their section to try to keep up.  When assessments are happening, the entire band can improve simply because there is more motivation to do the best that they can do.