Standard 5 - Assess, provide feedback and report on student learning
5.1 - Assess student learning
There are many different kinds of assessment that students encounter throughout their studies in schools. In a music classroom, the option of self-assessment is a great way for students to improve and critically review their own music, whether it be performing, composing, theory or music technology work. Progress is also important, as it indicates how much a student is learning and how effectively they are learning with the current curriculum. When students are assessed, they must know exactly what it is they are being assessed on and how the marking scheme works. For example, in a test that I wrote for a year 8 music class, next to each question the marks that the questions were worth were displayed so that the students could get a solid idea of the weighting of each question.
There are many different kinds of assessment that students encounter throughout their studies in schools. In a music classroom, the option of self-assessment is a great way for students to improve and critically review their own music, whether it be performing, composing, theory or music technology work. Progress is also important, as it indicates how much a student is learning and how effectively they are learning with the current curriculum. When students are assessed, they must know exactly what it is they are being assessed on and how the marking scheme works. For example, in a test that I wrote for a year 8 music class, next to each question the marks that the questions were worth were displayed so that the students could get a solid idea of the weighting of each question.
year_8_theory_test.doc | |
File Size: | 94 kb |
File Type: | doc |
5.2 - Provide feedback to students and their learning
It is imperative that students get ample feedback for all of their work so that they have something to build on and so that they know how to improve and what areas of their learning need more work. Specifically in music, when it comes to performing, every performer wants feedback so that their ability and level of performance grows and becomes more proficient. When students do solo performances, (whether it be year 9 through to year 12), they always love to read their comment sheets because it has feedback from a critical source. This means they read the comments with a high level of concentration and intent, meaning that whatever is written they will abide by.
It is imperative that students get ample feedback for all of their work so that they have something to build on and so that they know how to improve and what areas of their learning need more work. Specifically in music, when it comes to performing, every performer wants feedback so that their ability and level of performance grows and becomes more proficient. When students do solo performances, (whether it be year 9 through to year 12), they always love to read their comment sheets because it has feedback from a critical source. This means they read the comments with a high level of concentration and intent, meaning that whatever is written they will abide by.
5.4 - A worksheet completed by a student
5.4 - Interpret student data
Teachers must be able to see patterns in and understand the progress of student learning, and this can be done by interpreting student data. Any type of assessment, be it formative or summative, will give results and these results can be interpreted and understood. This gives the teacher the necessary information to go about moulding the shape and direction of the curriculum so that it more comfortably accommodates for different learning needs as well as different ability. The worksheet to the right outlines quite obviously the standard of this student and what needs to be worked on. The results of this student from the worksheet can be interpreted to mean that most of their theoretical knowledge (as opposed to practical ability) needs work.
Teachers must be able to see patterns in and understand the progress of student learning, and this can be done by interpreting student data. Any type of assessment, be it formative or summative, will give results and these results can be interpreted and understood. This gives the teacher the necessary information to go about moulding the shape and direction of the curriculum so that it more comfortably accommodates for different learning needs as well as different ability. The worksheet to the right outlines quite obviously the standard of this student and what needs to be worked on. The results of this student from the worksheet can be interpreted to mean that most of their theoretical knowledge (as opposed to practical ability) needs work.