Standard 6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learners decision making.
The teacher has knowledge of different types of assessment and the uses of each in relation to testing a student's capabilities as well as their understanding of information. The teacher then bases further instruction off of the results of the assessments. In music, an effective teacher would not assess a student's ability to play a line of music through a written exam because a playing test is more suitable. Upon receiving the results of the playing test, the instructor will evaluate whether the student is proficient enough to advance to more challenging work or decide to reiterate some concepts the student may not understand.
First hand experience through peer teaching has allowed me to assess students in a way that produces results on which I can base future lessons on. One form of assessment that I like to use is informal questioning because it provides immediate results. I have come to learn the more frequent I evaluate, the more my teaching will mirror the needs of the student. During my practicum and field experiences, I have yet to use many formal assessments because I only have a limited amount of instruction time with the students. I expect to exercise these skills when I begin student teaching next spring.
Through student teaching, I have had the opportunity to assess my students learning for my benefit and their benefit. My LAMP project required parallel pre-test and post-test. I used this data to plan my unit project and to assess my effectiveness as an instructor. I've also had the opportunity to create a music theory test to grade. Through this process, decided what was on the test and how many points the test would be in accordance to my student's grade. This was a great responsibility that enabled me to experience as aspect of real teaching. Another form os assessment that I regularly use is informal questioning. I've realized, the more frequent the teacher engages in questioning, the easier it is to write a formal assessment.
The following artifact is an playing test that I used as part of my LAMP project. It simply assessed if the students could read the notes on the music staff. It applies to this INTASC standard because it shows my ability to create one form of assessment based off of a unit focusing on the national standard for music education standards 2- performing on instruments a varied repertoire of music and standard 5- reading and notating music.
The teacher has knowledge of different types of assessment and the uses of each in relation to testing a student's capabilities as well as their understanding of information. The teacher then bases further instruction off of the results of the assessments. In music, an effective teacher would not assess a student's ability to play a line of music through a written exam because a playing test is more suitable. Upon receiving the results of the playing test, the instructor will evaluate whether the student is proficient enough to advance to more challenging work or decide to reiterate some concepts the student may not understand.
First hand experience through peer teaching has allowed me to assess students in a way that produces results on which I can base future lessons on. One form of assessment that I like to use is informal questioning because it provides immediate results. I have come to learn the more frequent I evaluate, the more my teaching will mirror the needs of the student. During my practicum and field experiences, I have yet to use many formal assessments because I only have a limited amount of instruction time with the students. I expect to exercise these skills when I begin student teaching next spring.
Through student teaching, I have had the opportunity to assess my students learning for my benefit and their benefit. My LAMP project required parallel pre-test and post-test. I used this data to plan my unit project and to assess my effectiveness as an instructor. I've also had the opportunity to create a music theory test to grade. Through this process, decided what was on the test and how many points the test would be in accordance to my student's grade. This was a great responsibility that enabled me to experience as aspect of real teaching. Another form os assessment that I regularly use is informal questioning. I've realized, the more frequent the teacher engages in questioning, the easier it is to write a formal assessment.
The following artifact is an playing test that I used as part of my LAMP project. It simply assessed if the students could read the notes on the music staff. It applies to this INTASC standard because it shows my ability to create one form of assessment based off of a unit focusing on the national standard for music education standards 2- performing on instruments a varied repertoire of music and standard 5- reading and notating music.
The following is a quiz that I create for my music theory class. This quiz is an example of a summative assessment, for it was the end of an instructional unit. It applies to this standard because it shows my ability to assess students' knowledge to plan for future lessons.