1. For
1.1. Process of seeking and assessing learners to see where the students are in their learning
1.1.1. Diagnostic Assessment : occurs before instruction
1.1.1.1. determines what students already know
2. Of
2.1. public assessments results in statements or symbols
2.1.1. Summative assessments
2.1.1.1. information gathers is communicated back to parents and other teachers
3. As
3.1. fostering of students over time to be their own best assessors
3.1.1. Formative assessments : at the end of a period of learning
3.1.1.1. used by students to provide feedback to students
3.2. Develop student self assessment and peer assessment skills
3.3. Develop goal setting skills
4. How do these assessments line up with your own assessment practices?
4.1. Teachers need to be clear in instructions and examine samples of the students work
4.2. I create a clear overview and sit down and discuss the class before we begin to make sure that students are clear on instructions. I also create time in the lessons to have meetings with students individually to examine some of their work and make sure that they are still clear on goals.
4.3. At our school we concentrate on assessment as learning more than assessment for learning. Having a system in place for assessment for learning would help my role as the teacher better understand the students skill levels and abilities before entering the school year.
5. What suggestions from the article would you consider using?
5.1. both assessments for learning and as learning requires students and teachers to come to a common understanding of learning goals
5.2. Eliciting information about student learning: teachers need to use the information gathered to ADJUST instructions.
5.3. Shift in the roles of their learning process, helping students become independent learners
5.4. I love the 7-9 Interim Edition talk about Music Portfolios. I have been looking at a way to keep all of my year 7-8 information together. This will also create a clear expectation for the learners
6. What challenges do you foresee?
6.1. Give and receive feedback in a timely manner. scheduling in the time that is required to provide the proper feedback with every student. Often time is taken up by practices, festivals and class timelines.
6.2. Implementing this new approach to their established routines. It will take a clear explanation and regular meetings to make sure that students are on par with this learning.
7. Music 7-9 Interim Edition
7.1. process as well as product
7.2. using appropriate technologies
7.3. Music Portfolios
7.3.1. journals
7.3.2. peer assessment
7.3.3. worksheets
7.3.4. compositions
7.3.5. tests
7.3.6. Videos
7.3.7. practice logs
8. Achievement Charts: (E-Tivity 3)
8.1. Knowledge and understanding
8.1.1. Level 1 - Falls below achievement standard Level 2- Approaches achievement standard Level 3: Meets achievement standard Level 4: Surpasses achievement standard
8.2. Thinking
8.2.1. Level 1 - Falls below achievement standard Level 2- Approaches achievement standard Level 3: Meets achievement standard Level 4: Surpasses achievement standard
8.3. Communication
8.3.1. Level 1 - Falls below achievement standard Level 2- Approaches achievement standard Level 3: Meets achievement standard Level 4: Surpasses achievement standard
8.4. Application
8.4.1. Level 1 Falls below achievement standard Level 2- Approaches achievement standard Level 3: Meets achievement standard Level 4: Surpasses achievement standard