Connie Walker MUSE 150

Reading Reflection #6 1/28/19

In the reading section “Beyond the Grade,” the importance of using assessments is

addressed, and several examples of such evaluations are given. It also brings the light the

important issue of varying assessments for both different levels of musicianship and for the

different components of music itself. While growing in musicianship, I never realized how

important it was that the instructor give evaluations. Not only does it give a performer motivation

to learn the material, but it gives them the motivation to do it well. I understand that evaluations

can be stressful, for both parties, but they are a necessary learning tool and they allow instructors

to work in more detail if need be.

This section begins by reminding music educators that their job has always been to

assess. They listen and adjust lesson play thusly so that students may learn more effect and strive

for excellence. Assessment is no different. The instructor listens, takes notes, and give the pupil

feedback on how they did. The student can then take this and use it to improve their own skills,

aid others, or even seek special help for their problem areas. Students, even though the truth can

hurt, often truly appreciate the feedback.

It is also extremely important to have an effective way to gather information, organize it,

and expectations or a rubric to grade against. This is the only way students will be given a fair

opportunity to grow by themselves and with others. It is true that the rubric will vary with age

levels and experience, becoming stricter with older and/or more experienced. Scoring can also be

flexible when it comes to the type of assessment being used. For example, a project might be

worth more than a written exam which might be worth more than a singing quiz.

The acquiring of musical skills and being able to use them effectively is the goal for all

music educators everywhere. The student should not be simply repeating information they have

been told, they should understand how it is all connected and be willing to use their skills to
Connie Walker MUSE 150
Reading Reflection #6 1/28/19
grow as a musician. Otherwise, students run the risk of missing basic music al knowledge. This

often happens when there is too much emphasis put on the performance aspect of music.

Therefore, instructors should keep in mind that not all of their student will be entering the music

field.

Some effective strategies of assessment might include having students critique one

another and themselves. This has proven to improve performance, understanding, and self-

involvement. They start to really engage in the music creating process and begin to understand

what works and what doesn’t. Using technology is yet another way to effectively assess students.

Making recordings, interactive PowerPoints, and even presenting performing in an informal

setting can be fun, simple, and valuable way to collect scores and the like.

It is always important to remember that one size does not fit all and the same is true for

the learning and assessment methods used in the classroom. Tools are still being developed in

classroom across the nation as instructors discover what works for students and what might be

used for a different audience. Growth is always possible whether it be for the instructor and the

procedures they use or the students and their skills.