Assessments and Google

As teachers develop their learning outcomes for assignments and projects, teachers also need to develop their assessments. Bauer (2014) states, “Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning,” (Bauer, p. 132, 2014). Authentic assessments are important for student learning, development, and success. In order to create valid assessments, teachers need to align their assessments with the learning outcomes. Furthermore, assessments need to be consistent throughout the assignments and from student to student (Bauer 2014). 

                In music ensembles, teachers may develop checklists, rating scales, or rubrics to define necessary criteria to assess student growth in rehearsal and performance. “A checklist indicates achievement or nonachievement of an outcome” (Bauer, p. 137, 2014). Checklists show the lowest level of understanding. “Rating scales communicate a qualitative level of achievement as measured on a given scale” (Bauer, p. 137, 2014). Rating scales show a wider range of understanding, but without fully defining the criteria. Rubrics provide a qualitative rating scale with defined criteria for each achievement level. Rubrics are the clearest form of assessment for student expectations and used quite often. Rubrics may be developed in Google Forms or through other rubric sites online (Bauer, 2014).

As technology has developed, students may be assessed through the use of technological programs such as SmartMusic, Audacity, or a similar program. Students may be assigned a section of music to practice and record for assessment by the teacher. Technology allows for students to complete recordings during class without losing precious rehearsal time as one student would record at a time or for students to complete the assignments at home. Utilizing technology also supports the use of extra assignments for added musical understanding by the students. In each case, students need to be aware of the assignment expectations and the criteria they will be assessed on (Bauer, 2014). 

                In alternative music classes, assessments will be used to define student expectations for assignments and projects. Students may complete tasks as part of Project Based Learning assignments. Again rubrics aid in defining student expectations for task completion. In-class, students may utilize clickers to respond to questions asked by the teacher. The use of clickers provides immediate feedback to the teacher and to the students in class. In some cases, software may provide assessments through games. The games allow for teachers to identify student progress without the pressure of tests or assignments on the students. Finally, teachers may assign written assignments through the use of technology such as blogs, wikis or e-portfolios (Bauer, 2014).        

                Music teachers need to be highly organized in order to provide important information to their students and parents. Music teachers may utilize online platforms to effectively notify parents and students of upcoming events, changes in schedules, and other important information. An online calendar will provide up-to-date information regarding activities and events for students. In addition to an online calendar, teachers can create email lists of parents and students, as well as text messaging blasts for reminders and emergency changes to the schedules. Lists may be tailored to include specific members, parents only, students only, or a combination (Bauer, 2014). 

                Beyond parent and student communication, online websites may provide added advocacy for the music program. Through the use of videos, archived events, fundraising information, travel documents, handbooks, ensemble and course descriptions, information regarding various deadlines, information about enrichment activities, and parent/booster information individuals may learn about the opportunities available in the music program. In addition, sending in announcements to the local newspaper, creating newsletters to distribute, uploading videos to the music website or youtube channel also help to promote the music program in the community (Bauer, 2014). 

                Technology provides many advantages for teachers. In utilizing an online platform, such as Google Drive, teachers can create documents and forms which will be saved for the future. The documents may be accessed from any computer, allowing teachers to work from any location without needing to send documents via the internet, using jump drives, or having to take their school computer home. Teachers may utilize databases to create contact lists, instrument inventories, uniforms, equipment, music library, and more. In addition, teachers may use the word processors to create a variety of documents for use with regular ensemble activities, assignments, travel documents, or financial records in spreadsheets (Bauer, 2014). While Google Drive has the ability to create and store documents, quizzes, and forms there are other platforms available. Wunderlist is a program for creating to-do lists or similar type lists. Lists may be shared with others and saved for future use (Wunderlist). Instapaper is a program that allows for pages to be saved and accessed later (Instapaper). With Evernote, users may create to-do lists, create notes, or upload images to share with anyone (Evernote). In Dropbox videos, audio recordings, photos, and documents may be shared with others (Dropbox). 

Music teachers are assessing students daily through ensemble rehearsals, daily conversations, and interactions via technology or assignments. While many music assessments may be aural assessments, teachers need to determine their criteria prior to beginning class. Once criteria are developed, the criteria may be shared with administrators, students, and parents. By sharing the criteria with students, expectations for learning are set and students understand the work ethic needed to achieve the highest score. As technology develops, there are many tools available to aid teachers in assessing students, sharing information with students and parents, and providing information about the music programs.

Bauer, William I. (2014). Music Learning Today: Digital Pedagogy for Creating, Performing, and Responding to Music. New York, New York: Oxford University Press.