This also transfers to giving feedback in rehearsal. It is important that teachers give detailed, constructive and informative feedback so students understand what they need to do to improve( Boyle and Radocy, 1987). Feedback can be given through grades, rankings, written comments, verbally, and by peers. It is also very important to account for the emotional impact of the feedback and to make sure that it is delivered in a supportive and encouraging tone so that students can feel optimistic about how they are to approach the challenges they face( Mitchell, 2012).
Once students understand the elements of the learning process, they can be shown that it is a cycle of learning. We start with a goal and once we achieve it we must assess how we did. Next, we receive feedback and / or reflect on the evaluation and set new goals. If students can see that a grade is just a snapshot of the larger picture and the larger picture is constantly evolving, it may reframe the way they see assessment and cause them to embrace the process with a new, better perspective.“ The ultimate goal of music teachers is to prepare students to become self-directed in their learning …( which) is nothing more than setting into motion a plan for success”( Troyka, 2004, pg. 25).
This article is from a power point presentation Rebecca created for a class through Kent State University.
Resources:
Boyle & Radocy,( 1987). Measurement and evaluation of musical experiences. New York: Schirmer / Cengage
Burrack, F.( 2002). Enhanced assessment in Instrumental programs. Music Educators Journal, 88( 6), 27-32. doi: 10.2307 / 3399802
Hale, C. L., & Green, S. K.( 2009). Six key principles for music assessment. Music Educators Journal, 95( 4), 27-31. doi: 10.1177 / 0027432109334772
Kruse, N. B.( 2015). Teaching tips – curriculum & assessment. Triad, 83( 2), 23-25. Education Research Complete
Kuhn, T.( 2010). Assessment in music education through observation, measurement, evaluation. Overlook Press.
Mitchell, N.( 2012). Student reactions to evaluation: What can teachers do to facilitate maximum learning?. Canadien Music Educator / Musicien Educateur Au Canada, 53( 3), 29-31. http:// cmea. ca / journal
Troyka, F.( 2004). Teaching for independence. American Music Teacher, 54( 2), 25-28. http:// www. mtna. org
Wesolowski, B.( 2012). Understanding and developing rubrics for music performance assessment. Music Educators Journal, 98( 3), 36-42. doi: 10.1177 / 0027432111432524
Rebecca is the 5-8 band director, 6-8 choral director and jazz band director at Reeds Brook Middle School, RSU22 in Hampden, Maine.