Assessment - Impact on Students in Music
In music classes, assessment is a method for measuring student understanding, skills and the ability to engage in the artistic processes. Assessment in the music classroom happens on a continuous basis. Teachers are continually evaluating performance or knowledge as the rehearsal or class occurs and addressing the need for improvement while teaching. In order to create a more authentic and meaningful process, it is important that students are engaged in the assessment experience. This can happen when students participate in self-assessment as well as assessment of other performances. Learning how to meaningfully critique peer performances is an important stepping stone towards the goal of students evaluating and critiquing their own performances–a skill imperative to musical growth.
Assessment in the Elementary Music Classroom - Video Overview
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Formative Assessment
Formative assessments occur frequently throughout the year and allow teachers to form lessons that meet their students’ current level of ability. Initial and regular diagnostic assessments, as part of the overall formative assessment process, allow teachers to assess what skills and knowledge students already possess. Knowledge of these skills provides an effective tool to aid in planning future instruction but also assists the teacher in varying their approach to the curricula to assist in future student achievement.
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Summative Assessment
While music standards allow for multiple approaches in assessing students, one of the most common types of assessments is summative. Summative assessments allow students and teachers to evaluate what they have learned and achieved at the end of the course or after information has been presented (e.g., the piece is learned, songs composed, etc.). The arts are unique in that the final product of music education - often a performance or composition - is not the only metric for evaluation. Much like the writing process or the scientific method, the process of learning and creating is just as vital as a final, summative product. It is important for teachers to emphasize the importance of the process of learning music, rather than putting emphasis solely on the finished product.
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K.M.CR.1.1 Explore the elements of music
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Formative Assessment
Use open fist/closed fist hand signals to demonstrate understanding of essential elements (rhythm, pitch, tempo, dynamics, melody, harmony, form, tone). Two open fists indicate the examples match. One open fist and one closed fist indicate the examples do not match.
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K.M.PR.1.4 Recognize simple patterns on pitched or unpitched traditional or non-traditional instruments.
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Summative Assessment
Using a familiar song, students indicate their recognition of familiar patterns by raising their hand each time the pattern occurs, followed by playing the pattern correctly on pitched instruments as it occurs in the song.
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K.M.RE.1.3 Respond, using directional movements or manipulatives, to the melodic contour of familiar and unfamiliar songs.
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Formative Assessment
Using a piece of yarn or string, create a shape on the floor. Have students follow the shape with both their fingers and their voice showing the melodic direction. Repeat with new shapes. Teacher observes for understanding as the students work.
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K.M.CN.1.1 Sing and perform songs, chants, rhymes, singing games, and dances from a variety of cultures.
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Summative Assessment
Invite parents to come to an “informance” where students share songs, dances, and games from a variety of cultures around the world learned throughout the year.
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