As we start to wind down the end of the school year, at my school we started another round of discussions about assessments. The general questions related to the topic is centered between students knowledge and understanding vs. the actual number or letter grade students receive. In general, everywhere in the United States, students are receiving higher grades than in previous years. These grades might also be connected to the level of anxiety we see in our students. So the idea that students are stressed out is not related to what they need to learn, but how we are grading their knowledge and understanding of a subject.
Assessments play a big role in how I teach music. In my class, I use assessments to enhance the overall experience and help students get ready for their performances. While I do outline expectations and outcomes in the syllabus, most assessments in a performing arts class like mine happen on the fly as part of our everyday practice. These spontaneous assessments help students improve things like rhythm, intonation, ensemble performance, and articulation.
In my instrumental music classes, these real-time assessments are crucial for helping students get better at reading and interpreting music notation. Most of our assessments happen during class through trial and error, but we also have more formal assessments during our performances. These performances serve as a summative assessment, showcasing what we’ve been working on for anyone who attends.
Our learning in class is captured through a variety of assignments. Students are assessed through reflection, creation, and making connections to any subject or musician we study. Performances are just one part of our assessment process; they’re part of the continuous cycle of music education.
As for what tweaks I may make in future years A.I. may play a role in that determination. I wonder if that will change the perception of mastery vs. resulting grade. Which will students value more and how will my teaching change because of A.I.?
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