Philosophy of Assessment Kelsey Rose 2013 Introduction What are goals of teaching?

Goals are to facilitate maximum learning and the collection of meaningful experiences. What is a means to this end? Assessment. What is assessment and why is it important? In Assessing the Developing Child Musician: A Guide for General Music Teachers Timothy Brophy defines assessment as the gathering of information about a students status relevant to ones academic and musical expectations. (Pg. 15) Students carry into the classroom different skills sets and knowledge. An initial assessment at the beginning of the year will provide a starting place for teaching. After this starting point has been established, different forms of assessment can be used to inform instruction and how information is presented to the students. As time progresses, it is an important means of checking for the students comprehension of the class material. Through its use students gain a sense of their own learning and progress. On a more tangible note, assessment supports teachers in maintaining accurate records of student progress. According to Brophy, There is no better advocacy for a music program than consistent assessment and parental reporting procedures. (pg. 2) Assessments provide physical evidence of what the students have accomplished. They can look back on completed tests of worksheets and feel a sense of pride in the efforts they have devoted to learning the subject. When parents

and school administrators see the success of the students they can share in that sense of pride and it serves to validate the music program. How can it be used? What should it seek to accomplish? Both formative and summative forms of assessment should be implemented in planning and instructional practices. As a teacher, it is important to have both long- and short-term goals. Planning with the inclusion of both of the aforementioned forms of assessment provides a structure for these goals and can help determine how they are met. Through the use of formative assessment, teachers can check that short-term goals are being met and that progress is being made towards long-term goals. In the context of music, an example of a short-term goal may include learning the notes and rhythms in a particular section of music. On the other end of the spectrum, three of my general long-term goals for students, similar to the three authentic modes of artistic expression (Pg. 18), are to perform, create, and appreciate music. The level of cognitive development and school grade level will affect the degree of comprehension or execution, but each should be an overarching objective. According to Brophy, the best information regarding a students musical progress will be gained from a combination of regular, ongoing assessments. (Pg. 21) When classroom procedures include forms of informal assessment by the students, they are learning to take ownership of what they hear and create. The ongoing assessments allow for and encourage student growth. The assessment is then used as a tool for both the teacher and students to monitor learning.

Informal assessments present the opportunity to adjust instruction based on the needs of the students. If students consistently give their own vowels an average or poor rating in a series of informal assessments, it can serve as an indicator to the teacher that a new approach to facilitating and understanding of vowel production would be beneficial. Music teaching is unique in its employment of numerous cognitive domains to facilitate the acquisition of musical concepts and skills. (Pg. 7) Music teachers have a wide variety of means by which to approach teaching students so that they comprehend and can achieve mastery of the subject. What works for one student may not work for another. Through formative assessment instant feedback can be obtained. Summative assessments can serve as long-term goals for teachers and a means of comparing student growth to benchmarks and standards at the state and national level. Through these, it is easier for students to see and reflect back on their growth over time. They also tend to come with higher stakes, which, in turn, comes with a greater sense of accomplishment once they are completed with mastery. These ending assessments lend themselves to being formal in nature. The rubrics that are an integral part of formal assessment can serve to outline your expectations and goals for the students to strive to achieve. As Brophy states, It is appropriate and necessary for you to notify your class of an assessment, including exactly what is being assessed. It is equally appropriate for you to place rubrics or other scoring guides where the students can easily view them (usually on the board) so the students are fully informed of what they are expected to do in order to

achieve a proficient rating. (Pg. 26) When objectives and expectations are comprehensible, it gives the students a clear goal to work toward. Summary Assessment should be implemented as a regular part of planning and classroom procedures. This practice makes reflection an integral part learning music. Through reflection critical thought is developed, the students are encouraged to become independent thinkers, and can take ownership of their musicianship. The classroom environment that is set up becomes a dynamic one that focuses on maximizing student learning and creating meaningful learning experiences that lead to mastery and ownership of the subject matter.

Works Cited Assessing the Developing Child Musician: A Guide for General Music Teachers G.I.A. Publications, Chicago, Illinois, 2000, Timothy S. Brophy.