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Betty Starobinsky

One of the most difficult types of assessment is the ability to assess something
that is immeasurable. How can one assess the amount of effort a student makes, the
obstacles they have overcome, and quality of music they can create? Unfortunately, as
educators in public schools, we have no choice. In addition, the student and
parent/guardian do not receive a true measure of success acquired in the class especially
in a students creativity. This can limit what the student is truly capable of achieving
under our current system.

If I had the opportunity and a supportive district, I would not want to assess in the
classroom. To me, it is no different then giving out stickers, or receiving praise that is not
specific. After a while, grades become insignificant. Students receive grades that do not
sum up the progress they have done throughout the year. They become so focused on the
little things that lowered their grade, rather than the huge feats they may have
accomplished. Grades hinder the performance of students in the music classroom. They
become fearful to experiment something vital in music. How can we get students to use
their full potential when they are afraid to freely create?

The problem with most types of assessments is it cannot show all the wonderful
things a student does. As educators, we are forced to give a snapshot of what a student
can do, rather than a portfolio of all the work they have accomplished. We are forced to
concentrate on their struggles, rather than embrace their efforts and successes.

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First, it is important to establish that grades are earned. They are not given in
the classroom. Although my band students do not receive a grade, I make sure to assess
them on a daily basis. They are required to reach their goals as an individual, as a section,
and as an ensemble. Each student is aware of how they are doing in my class because of
the communication we have in the course of the lesson. Assessments are made by each
students knowledge (based on classroom assignments, quizzes and exams), skills
(sightsinging and ear-training assignments), self-assessment and participation in daily
rehearsals and required performances. Since a Grading Policy is necessary, my students
will be assessed on an individual basis. A variety of music skills are assessed including,
but not limited to, the following:
* decoding melodic patterns
* decoding and performing melodies on various instruments
* decoding rhythmic patterns
* reading music notation
* writing music notation
* performing rhythms on percussion instruments
* singing on pitch

Students are expected to practice outside of the classroom and to fill out their time
sheet. They are expected to progress through their student method book, and work
towards their personal goal. In addition to the expectation of the student, emphasis for
practice at home is also needed. The parent or guardian at home should also be made
aware of how they can help and encourage the student. This process can lead to a greater
understanding of what is expected of the student in the classroom activities and how the

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student is rated. A fuller understanding of the course rubric will also be apparent to the
student and parent/guardian with this additional outreach.

First attempts are never graded. It is important that the student is able to try an
activity before being graded. This will allow students to give you their full attention as
you present the activity. They will have the confidence to experiment, without worrying
about grades. This will also allow an opportunity for guidance, if needed. By handing out
the rubric students can assess how well they would have done and what they need to
work on. After the first attempt, students will know what is expected of them and they
can be assessed.

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