3-1 Assessment

The candidate understands how to use multiple measures to monitor and assess
individual student learning, engage learners in self-assessment, and use data to
make decisions.

In the early stages of a new topic or piece, it is imperative that the music educator
be on alert for the anticipated challenging parts. The educator must also make sure
that students error detect with and without prompt.

In the following artifacts, you will see that students are presented with a rhythm in
a piece that is challenging at a faster tempo. The teacher detects the struggle and
breaks down the rhythm by slowing it down and then clapping and counting with
them. The video and the checklist of this are listed below. The teacher is also seen
in the second video exercising students’ error detection when going through a
figuring out the solfege on a song that they had learned by asking them every time
if the solfege syllable that they selected was correct.

Artifacts:
- checklist (can they: count the rhythm, clap, play the rhythm)
- Video from this rehearsal portion (m. 42-45), watch from 10:55 to 14:40
- Video of Do Prepare lesson #2
Notes: checklists (can they: count the rhythm, clap, play the rhythm), rubrics,
assessment portfolio example, self-assessment? How did I make decisions based
on feedback from students (personal reflections from student teaching)