7 - Musical Assessment and Professional Productivity with Technology

While student learning should be the primary focus of any educator, providing measurable proof that students have achieved mastery of specific learning goals must be addressed. Dr. William Bauer (2014) in Music Learning Today, asserts that assessment is, “necessary to determine whether students have learned what teachers think they have taught, but it also informs the design of instruction and can direct adjustments of the specific teaching and learning strategies that are used over time” (p. 131). Assessment must meet two criteria to accurately provide evidence of student learning. The validity of assessments provides an accurate and appropriate measure of the learning objectives that were presented to the students. The measure should also have a high degree of reliability, in which multiple trials of the same measure have consistent results. In our assessments, the measure of the learning objective and the process through which the objectives are measured should be carefully developed to ensure that all students are demonstrating mastery. 

Assessments take two distinct forms in the learning environment. During the course of instruction, educators often use procedures to ensure that students are on track, through informal questions or more formal feedback. These formative assessments are used to ensure the teaching approach has worked in the short term, prior to moving on to a next instructional objective or pedagogical layer. At the end of a more cohesive unit of study or project, summative assessments are used to gauge the mastery level of the learning objectives presented. Both formative and summative assessments can take the form of an authentic or performance-based assessment in the music classroom, as the students should be able to demonstrate the musical objective, process, or technique on the instrument or vocally. Ideally, the student should be knowledgeable about the evaluation method in advance, as in the case of a rubric used to evaluate a solo performance at a competition, or as an adjudicator might use to evaluate an ensemble. [Texas Music Adjudicators Association Concert Rubric] 

Technology affords the learner the ability for formative assessments that provide measurable data in real time. Assessments that measure the accuracy of rhythm and pitch as the student performs, or red-note/green-note programs such as SmartMusic, Music Prodigy, and Practice First (MusicFirst LMS) are beneficial to both learner and teacher. The student receives an accuracy evaluation in real time, generally as a percentage correct. As the student takes the evaluation, a recording is saved, which affords the teacher the possibility of identifying areas for focus. As part of a pilot project last May with Music Prodigy, I was very impressed with the scalability of the process, as students used either iPads or their own device, and all of the class then provided measurable data on specific sight-reading or literature tasks. If used with specific rubrics or rating scales for artistic or musicality prompts, the accuracy data enhances the chances that students can then become more informed about their own performances.

Technology and productivity tools can also speed the process of assessment by leveraging the speed through which evaluation occurs. Tools within most learning management systems provide a mechanism to administer quizzes and tests, with nearly automatic grading. The Google suite of tools for educators, such as Google Forms, can be paired with Google Classroom to develop online assessments rather quickly. [example quiz] . Music Prodigy Quiz uses question banks developed by groups such as Texas Music Administrators Conference and the National Association for Music Education (NAfME). The Canvas LMS offers the ability to develop question banks for quizzes for formative or summative assessments. Additionally, the Canvas LMS leverages the ability to use activities that were turned in for assignments as artifacts for a digital or ePortfolio.

Technology tools also add value to the process of communication with stakeholders in our music programs. Free tools such as Google Docs and Sheets can provide efficient methods for public relations and advocacy. This example of a newsletter could be shared through an email distribution list or printed for students who do not have access to the Internet at home. Tools such as WordPress, a blogging platform, are also useful to present material to stakeholders, with content that can be served in various formats depending on the device used. I have used the WordPress platform to develop a site for my choral program, http://sphschoir.com, which is formatted very differently for those accessing on a smart device. Users accessing the site on a phone are directed to a page that displays the events for the next three weeks. The calendar data is provided with Google Calendar, served into a webpage, but the underlying data contains links to the specific addresses for off-campus activities. In this way, a parent can use the site for directions to the event. Tools such as Charms Music Office are also indispensable for the ability to manage demographic and financial information for fees, travel, and member management.

6 - Instructional Design and Technology

This week, our focus has been on the pedagogical strategies used for the development of activities with  a focus on constructivist learning. The constructivist learning concept is taken from the perspective that the student develops their own knowledge, as if they are constructing the overall concept from their experiences. In this process, learning is contextual, active, social, and reflective, and each process adds to the depth of understanding through experiences. As students make sense of new material, they must contextualize the concepts using their own prior knowledge about the topics. Project based learning provides a vehicle for active learning, whereby students learn by doing in a student-centered approach. As the student works through the learning activities, their social interactions with peers and teacher facilitators adds a deeper level of understanding and context through evaluation of their product to those who they work with. As the project cycle ends, a reflective student evaluates the entirety of the process, including what has been learned and what to identify what should follow in the learning sequence.

To facilitate the constructivist philosophy of education, thoughtful instructional design with a backwards design scheme should precede specific projects or technology integration. By clearly identifying concepts that should be demonstrated at the end of a specific unit or sequence, the activities can be designed to align learning objectives to activities and assessments. Technology can be used as the mechanism to differentiate the activities, especially in scenarios where assistive technologies can provide a student the opportunity to maximize their ability to complete tasks with a high degree of success. 

One specific lesson design that facilitates a constructivist learning philosophy is the WebQuest model, which we have begun as our own project this week [my project]. The WebQuest is an online project based learning model, which outlines learning objectives through an introduction, tasks, processes, evaluation, and a final conclusion. This inquiry-oriented activity should provide students with enough information and direction to begin a process, but allow enough flexibility to encourage research and interaction with the content to encourage the student to make decisions about the final outcome and how to best achieve the goal of the activity, including how to best integrate technological solutions into the completion of the task.