Assessment is critical to running an educationally-successful music classroom. There are many forms that assessment can take. To generalize, assessment can be categorized as either formal or informal. In formal assessment, the students are specifically aware that they are being assessed, usually for some sort of grade. This includes tests, quizzes, singing/playing tests, and the like. Informal assessment, then, consists primarily of teacher observation - watching the students during class, seeing how they respond, listening closely while the students are singing corporately, and so forth. Both are completely valid and important. The acquired assessment information, then, is used for two purposes: 1) to analyze the teacher's effectiveness, and 2) to analyze the students' comprehension and abilities.

As a teacher who may very possibly see most of the students in the school in a given week, I must be sure to keep track of the students and their progress. One good way to do this is to keep records on my computer for each student. During class I can make notes on my roster or clipboard; after class, then, I can transfer these notes (or perhaps even specific grades) to my computer, for later reference. Also important to remember is self-assessment. This is sometimes accomplished indirectly through assessing the students. It can also take the form of videotaping from time to time, having peers observe my class, or even having a mentor come and observe. I can then view the video later or talk with my peers or mentors and get feedback from them, both positive and negative. Through a process such as this, I can improve my teaching to better benefit my students.

Grading Policy/Assessment project from MusEd 360

• For MusEd 360 I created this Grading Policy/Assessment project. It is an example of how I might grade my band students. Though directed specifically toward a high school band program, it can be adapted to fit most any program. Really, it is simply an example of what might happen. The actual situation in my band program will largely dictate what I can do for grading and assessment; I will merely craft an effective plan around the situation in place.

Reflection on first teaching at Anderson East Side Middle School for MusEd 350

• October 30, 2007, was my first opportunity to teach at Anderson East Side Middle School. I ran warm-up exercises for the low-brass section of the sixth grade band.
• This reflection shows is an example of the self-assessing reflections that I have done many times. I regularly do these reflections in order to discover my strengths and weaknesses. These reflections help me to become a better teacher.

LAMP Project from Student Teaching

• LAMP Summary
• Pre-Test | Lesson Plans | MIDI Handout | Post-Test
• LAMP Reflection | Test Results Graph

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