Chapter 1 Assessment in (General) Education Flashcards
(10 cards)
What are the three types of assessment in Education?
The three types of assessment in education are Formative, Interim, and Summative Assessment.
What is Formative Assessment?
Formative Assessment provides feedback to students and teachers during instruction.
For the students, the goal of the feedback is to help refine and improve their learning.
For the teachers the goal of feedback is to help refine and improve instructional strategies.
Formative Assessment is part of a learning process that relies on feedback to progress.
Its purpose is not to generate grades, but rather to improve learning.
Example: Submitting the first two pages of a handwritten marching band drill to see if the students is headed in the right direction.
What is Interim Assessment?
Interim Assessment takes place occasionally throughout a larger time period. Feedback to the learner is still quick, but may not be immediate.
Interim Assessments tend to be more formal, using tools such as projects, written assignments, and tests. The learner should be given the opportunity to re-demonstrate his/her understanding once the feedback has been digested and acted upon.
Interim Assessments can help teachers identify gaps in student understanding and instruction, and ideally teachers address these before moving on or by weaving remedies into upcoming instruction and activities.
Examples: Chapter test; extended essay; a project scored with a rubric.
What is Summative Assessment
Summative Assessment is assigning of an index or description of a student’s level of attainment upon the completion of an assignment or unit or semesters.
Summative Assessment takes place at the end of a large chunk of learning, with the results being primarily for the teacher’s or school’s use.
Results may take time to be returned to the student/parent, feedback to the student is usually very limited, and the student usually has no opportunity to be reassessed. Thus, Summative Assessment tends to have the least impact on improving an individual student’s understanding or performance.
Students/parents can use the results of Summative Assessments to see where the student’s performance lies compared to either a standard (MEAP/MME) or to a group of students (usually a grade-level group, such as all 6th graders nationally, such as Iowa Tests or ACT).
Teachers/schools can use these assessments to identify strengths and weaknesses of curriculum and instruction, with improvements affecting the next year’s/term’s students.
Examples: Standardized testing (MEAP, MME, ACT, WorkKeys, Terra Nova, etc.); Final exams; Major cumulative projects, research projects, and performances.
Compare Assessment, Measurement, and Evaluation.
Assessment is the broadest of the three terms. It is most used to refer to all types of activities that result in generating an understanding of student learning, both informal and formal.
Measurement is a subset of assessment, and refers to the assignment of numbers to qualities. For example at the 2013 CUP Marching Band Festival, East Lake High School received a score of 47.00 out of 50.00 for the music portion of the competition.
Evaluation includes judgment. It is the combination of assessment and judgment. At the end of the semester grade should be considered an evaluation while the score on a unit is an assessment. This reflects a judgment about the overall performance of a person academic achievement or a group’s performance.
According to Colwell, Hewitt, & Goolsby music can be assessed in two/three categories. What are the three categories?
Assessing Music as an Art; Evaluating Musical Activity; Evaluating Musical Skill
When evaluating music as an art, what are the categories of evaluation?
The categories of evaluating music as an art are:
1) Factual Knowledge (key and time signatures, pitch and rhythm symbols, tempi, and expression terms)
2) Musical Discernment (distinguish great music from good music, to recognize the style of the composition, to understand the composer’s message as reflected in the structure and style of the work, and to assess accurately the quality of the performance.
3) Recognition of Style and Structure
When evaluating music as a SKILL, what are the three categories of evaluation?
The categories of evaluating music as a skill are:
1) Performance Skills
2) Reading Skills
3) Auditory and Auditory-Visual Skills
According to Colwell and Hewitt, what are four additional methods of assessment that do not include written assessment, performance / skill adjudication, or style and structure?
Other methods of assessment are:
1) Observation (absence of instrument from school locker, attitude, behavior, bowings, breathing, care of instrument, cooperation, embouchure, finger position, etc.
2) Listening (alone, with others, balance, blend, intonation, timbre, notes, rhythms)
3) Portfolios (homework assignments, research projects, awards, newspaper articles, contest sheets, practice cards, letters of appreciation for community service, compact & video disc recordings)
4) Rubrics
List five assessment tools (formal/research based) that are used in music education.
Assessment tools are:
1) Measures of Musical Aptitude
2) Measures of Music Achievement
3) Audio and Video Recordings
4) Student Judges
5) Computers in Assessment
6) Music Contests or Festivals
7) Private Lessons
8) Student Interviews
9) Critical-Incidents Test, Attitude Scales, and Preference Scales
10) Practice Cards and Student Demonstrations
11) Checklists.
