Assessment
Categories at right —>
I’m am not ignorant nor naive enough to think I have answers or enough original material on this subject. Therefore, I will include many pieces and articles as well as my own experience and creations.
Assessment is an interesting topic for any subject, but even more so in the instrumental music setting.
_______________________________
Assessment is an interesting topic for any subject, but even more so in the instrumental music setting.
Why assess?
- You have to.
- Kids like feedback – think about when they play video games – they can immediately check their score or health stats and it takes a fraction of a second. They also know exactly what to do to improve. And how many chances do they get? As many as they are willing to take! That’s one reason kids like video games. They don’t move on until the skill is mastered or the task is completed but they can have as many retakes as needed. Yet many teachers – and unfortunately sometimes have to – move on before a lesson is mastered.
- Parents can be grade fanatics.
- It can add ‘legitimacy’ to orchestra.
But more important than what ‘grade’ or ‘percentage’, it’s about finding where on the map the student is. It’s a time for course correction. A time to evaluate, re-evaluate, and move forward.
_______________________________
Assessment should add to the classroom experience, not take away. It should not be a be-all, end-all endeavor. Nor should it take too much time.
I try to devise systems where assessing flows and dovetails with the teaching so it’s not a separate and anxious task.
