8. Assessment

8.) Assessment: I must be able to create tests and/or other forms of assessing my students. It is important to confirm that the things I am teaching are actually being learned and retained by my students.

The teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students.

Illinois Professional Teaching Standards [24.100] 2nd Edition 2002 8

Knowledge Indicators - The competent teacher:

8A. understands assessment as a means of evaluating how students learn, what they know and are able to do in meeting the Illinois Learning Standards, and what kinds of experiences will support their further growth and development.

8B. understands the purposes, characteristics, and limitations of different kinds of assessments.

8C. understands measurement theory and assessment-related issues, such as validity, reliability, bias, and scoring.

8D. understands how to use the results of assessment to reflect on and modify teaching.

8E. understands how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation of learning and instruction.

8F. knows legal provisions, regulations, and guidelines regarding assessment (and inclusion

in statewide assessments) of individuals with disabilities.

8G. knows methods for monitoring progress of individuals with disabilities.

8H. knows strategies that consider the influence of diversity and disability on assessment, eligibility, programming, and placement of students with disabilities.

Performance Indicators - The competent teacher:

8I. uses assessment results to diagnose students’ learning needs, align and modify instruction, and design teaching strategies.

8J. appropriately uses a variety of formal and informal assessments to evaluate the understanding, progress, and performance of the individual student and the class as a whole.

8K. involves students in self-assessment activities to help them become aware of their strengths and needs and encourages them to establish goals for learning.

8L. maintains useful and accurate records of students’ work and performance and communicates students’ progress knowledgeably and responsibly to students’, parents and colleagues.

8M. uses appropriate technologies to monitor and assess students’ progress.

8N. collaborates with families and other professionals involved in the assessment of individuals with disabilities.

8O. uses various types of assessment procedures appropriately, including the adaptation of procedures for individual students in specific contexts.

8P. uses technology appropriately in conducting assessments and interpreting results.

8Q. uses assessment strategies and devices which are nondiscriminatory and take into consideration the impact of disabilities, methods of communication, cultural background, and primary language on measuring knowledge and performance of students.

"The teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students."

Assessment is how teachers are able to find out if what they spent all year teaching about was actually learned or not. Assessments are actually more beneficial to the teachers than they are to the students. This way a teacher can find out what worked and want didn't. In some cases, bad grades on assessments are a bigger slap in the face to the teacher than it is to the student.

Assessment #1:

· Write the title, composer, and their dates on a piece of paper at the beginning of class.

Assessment#2:

· Playing test for dynamic contrast

Assessment #3:

· Counting test for changes in time signature

Goal #1:

Students will be able to remember the title of the piece, composer, and his dates.

Goal #2:

Students will be able to understand and apply dynamic changes in the piece.

Goal #3:

Students will be able to understand and apply the concept of time signature.

*This is an example of a Music Theory Assessment that I created on Sibelius.