Emerging Practices in Music Education- Essay/Reflection 2

Alexandra Finnie

How might you plan to assess students learning in project based classroom settings? How might
this compare with your assessment in a large ensemble?

My views about assessment strategies have been reinforced and slightly

altered as a result of the readings from Dorfman and Finney/Burnard. I believe that

including a variety of different forms of assessment benefits students regardless of

the classroom setting. According to Gardners theory of Multiple Intelligences,

students have different strengths in learning, and I think that these strengths can

also affect how they approach and view different types of assessments. Instead of

focusing mainly on one type of assessment, such as tests or writing assignments,

teachers should include a variety of methods. This will allow students to be

challenged to become comfortable with new systems of assessment, and will also

allow them to thrive in the ones that align with their strengths. For example, I have a

student who is very interested in expressing himself through musical composition,

but he would not be very comfortable providing an oral report about a project.

Allowing students to stretch their comfort levels through different types of

assessments can help their development.

I appreciate Dukes suggestion that teachers incorporate assessment in every

lesson instead of only as the conclusion of a project or learning cycle (Dorfman, p.

142). I dont think that there should be a strict policy that requires assessment in

every single lesson and activity, but teachers should assess student work quite

frequently throughout the learning process, not just at the end of a unit. Including

more frequent assessments allows teachers to more accurately map student

progress, and also creates the opportunity for incorporating more varied

assessments.

Dorfman suggests some ways to assess students within the context of

project-based music classes including written tests and quizzes, clicker-based

quizzes, programmed instruction assessments, and informal assessments. I do not

believe that written tests and quizzes should be the primary form of assessment, but

I think that it is important for students to know how to write explanations and

descriptions of their learning process and thought process. In my own teaching, I

will probably structure these tests/quizzes more as reflection assignments rather

than simple informational assessments.

Additionally, common methods for assessing student work include checklists,

rubrics, electronic portfolios, and project sharing. I believe that all of these can be

valid assessment options relating to student projects and assignments. I think that

checklists and rubrics are important so that students have a clear understanding of

the teachers expectations. I generally feel more comfortable working on a project

when I have a clear rubric or checklist so that I know how it will be assessed.

However, as was pointed out in the reading, teachers should be careful not to place

too many limitations on students work in project-based assignments to avoid

stifling their creativity. Electronic portfolios are a great way for students to organize

and track their own progress throughout their experiences in the class. Electronic

portfolios provide the opportunity for students and teachers to track specific ways

in which the student developed musical and technological skills and knowledge on a

long-term scale, throughout the progress of the course. Finally, I think that project
sharing is an excellent way of assessing student work. Project sharing allows

students to praise and critique each others work, and helps create a community of

learners (Dewey). The discussion process involved in project sharing also promotes

the development of strong communication skills.

In large ensembles, it is not always possible to incorporate as many

assessments as in project-based classes because it can take away from rehearsal

time, however I think that it is still important to include a variety of assessments. In

my large-ensemble teaching, a large percentage of my assessments will be informal

assessments based on participation, preparation, and effort. I will also include some

combination of written reflections, formal playing tests, music theory/concept

quizzes, and listening reflections. In my past teaching, I have also used a form of

project sharing that involves small group or solo performances in the class. This

performance sharing experience was very helpful to all of my students because they

enjoyed sharing their work with their peers, and my students were able to

encourage each other. This experience also helped prepare them for upcoming solo

performances. Finally, as a student, I had a teacher who created CD compilations of

annual solo (playing tests). My teacher then gave these CDs to each student upon

their graduation from the school. This was not a formal assessment, however it

showed students how much progress they made over the course of their four-year

experience. It is a similar, informal version of the electronic portfolio discussed

above.