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ERIC Number: EJ882388
Record Type: Journal
Publication Date: 2010-Apr
Pages: 4
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1069-7446
Beyond the Grade
Randall, Mac
Teaching Music, v17 n6 p36-39 Apr 2010
The curriculum is established. Lesson plans are in place. Repertoire has been chosen. A regular rehearsal and performance schedule is underway. Now it is time to start evaluating how much and how well students are learning. Time, in other words, for one of the most essential--and trickiest--parts of the music educator's job: assessment. According to Marcia Neel, president of Music Education Consultants in Las Vegas, Nevada, "Everybody's afraid of the A word, but the fact is, music teachers have always been assessors." True enough. Still, there are many reasons why teachers continue to struggle with improving their assessment methods. It's difficult to apply generic standards to a unique situation, to rate the quality of a musical performance in objective terms, or to weigh an individual's solo performance against work within an ensemble. And it's especially tough to deal with the emotional fallout that can result when a student receives a low grade. Student assessment isn't just a matter of jotting down a few letters or numbers on a card--it's a subtle process of many steps. This article discusses the keys to efficient assessment where one may make use of a well-designed rubric, or set of criteria, involve students in the assessment process, implement authentic assessment, and use technology for more knowledge-based assessments.
MENC: The National Association for Music Education. 1806 Robert Fulton Drive, Reston, VA 20191. Tel: 800-336-3768; Tel: 703-860-4000; Web site: http://www.menc.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A