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Who
is
assessed?
Students
(by
teachers,
self,
peers,
others)
Teachers
(by
students,
self,
others)
By
whom?
Teachers,
students,
parents,
communities,
districts,
states,
national
organizations
and
agencies
What
can
be
helpful
for
music
teachers
to
assess?
Student
potential,
growth
and
achievement
toward
identified
curricular
outcomes
(e.g.,
knowledge,
skills,
understandings,
dispositions)
Student
attributes,
values,
and
practices
inside
and
outside
of
the
classroom
(e.g.,
identity,
motivation,
engagement,
musical
interests,
learning
styles,
efficacy)
How
and
when
are
student
best
assessed?
Continuously/formatively/informally
-
embedded
in
instruction,
within
and
across
learning
experiences
and
processes
through
observing,
questioning,
discussing
to
evaluate
growth
and
identify
areas
for
improving
teaching
and
learning
(differentiating,
revising)
Summatively
to
evaluate
individual
achievement
toward
identified
outcomes
Note:
Assessment
of
individual
student
musical
performance
that
could
be
embarrassing
to
a
student
should
not
be
implemented
in
front
of
others
until
trust
mutual
support
have
been
established.
2. Assessment
Loop
is
a
term
used
to
describe
the
continual
process
of
collecting
assessment
information
(evidence,
data)
and
using
it
to
plan
and
improve
learning.
Also
known
as
data
driven
instruction.
a. Criterion
based
grading
takes
its
name
from
the
fact
that
each
student
is
assessed
by
their
ability
to
meet
specific
learning
criteria
(e.g.,
outcomes,
learning
targets,
lesson
objectives).
b. Normative
grading
(comparative
grading
or
grading
on
the
curve)
is
based
the
belief
that
student
achievement
is
normally
distributed
in
a
large
group
or
class
with
top
2%
of
assigned
the
highest
grade
(A+),
the
bottom
2%
assigned
the
lowest
grace
with
most
students
receiving
the
average
grade.
(See
Normative
and
Criterion-based
Grading
in
Files.
The
Assessment-driven
Instructional
Process
(not
always
implemented
in
order
or
with
each
step)
influenced
by
Understanding
by
Design
by
Wiggins
and
McTIghe.
Planning
Assessment
Identifying
specific
student
curricular
outcomes
(knowledge,
skills,
dispositions,
experiences
that
show
linkage
to
standards)
that
will
be
used
to
develop
over-time
goals
or
objectives
with
awareness
of
the
students
and
context.
Designing
assessment
tasks
(e.g.,
questions,
discussions,
projects,
tests,
demonstrations,
documents,
reflections,
portfolios,
video
making,)
that
will
capture
and
provide
evidence
of
desired
outcomes.
Identifying
specific
dimensions
and
achievement
criteria
(identifying
specifically
what
you
are
looking
at
and
level
of
expectation-how
you
will
know
they
got
what
you
taught).
This
is
when
you
choose
or
develop
rubrics
if
needed.
Communicating
and
discussing
expectations
with
students
(communicating
learning
outcomes,
questions
to
answer,
enduring
understandings;
sharing
rubrics
or
developing
them
with
students.
Designing
learning
experiences
with
assessment
outcomes
in
mind
Implementing
Assessment
Assessing
Measuring/interpreting
Evaluating
Reflecting
and
Reporting
Reflecting
on
teaching
and
learning
to
identify
what
learning
strategies
were
effective
and
area
for
teaching
improvement.
Reporting
outcomes
(issuing
progress
reports
to
students,
school
and
parents
as
appropriate).