Standard #6: Assessment
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As a music teacher, most assessment I do is immediate, qualitative, and inherently subjective. There is constantly assessment happening in music classrooms, every time my students play, sing, or talk about the music in front of them. However, there do exist some more traditional assignment models present in my music classroom to help aggregate and process data surrounding student proficiency. Here are some of these assignments and the data they represent within the context of one of my classrooms.
Pictured here is one of the foundational assignments coming from the Bishop McNamara High School Concert Band class. This assignment focuses on students' concrete music literacy skills, namely the application of counts to rhythmic patterns of scaffolded complexity. Students were assigned to write in the "counts" to each measure overtop of the assignment, to be graded on an objective basis.
Below is another series of assignments - this time from the Bishop McNamara String Orchestra class. This assignment takes the concept of note values presented in the Concert Band assignment and presents it differently - within the context of a math problem. These assignments titled "Music Math" challenge the students to "quantize" the given note values, or translate them into specific numbered series of counts, and then add them together to acquire the total number of beats in the given equation.
To read more about the processing of data gathered from these assignments and how observable patterns of conceptual mastery in the classroom can translate to the application of individualized student support, check out more on the application of MTSS (Multi-Tiered Student Support) in the educational environments I've worked in.
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