1. Challenges
1.1. Co-creating success criteria takes time
1.2. Offering too many options may stress students and derail our learning goals
1.3. Redirecting students who fixate on marks over progress
2. Solutions
2.1. Providing as many exemplars as possible - model why focusing on process is important
2.2. Strategic grouping during collaborative activities to inspire students out of their marks-focused shell
2.3. Narrow choice for assessments while having a suggestions Google form to gather ideas on how to assess students next
3. Feeding Creativity
4. Growing Success
4.1. Provides multiple opportunities to improve their understanding and focus on the learning process
4.2. There are 3 types of assessments
4.2.1. Assessment For Learning
4.2.1.1. Diagnostics and Formative tasks to gage where student understanding is and provide next steps towards improvement
4.2.1.1.1. Listen, perform, create: set grounds for these skills through foundational knowledge and routine practice
4.2.1.2. Formulate small and big-picture goals
4.2.2. Assessment As Learning
4.2.2.1. Reflective tasks, whether individually or with peer feedback to also come up with next steps towards goals
4.2.2.1.1. Observe, record, question: provide feedback for each other with appropriate musical terms (not just "good work")
4.2.3. Assessment Of Learning
4.2.3.1. Summative tasks that embody a large update on student learning, often broken into units
4.2.3.1.1. Portfolio of repertoire (replacing the idea of "final" performance) to maintain focus on the process
4.2.3.1.2. Focus on Overall Expectations, big-picture concepts
5. Listening to Students
5.1. Provide choice and co-create success criteria so that the classroom continues to represent and have relevance to who they are
5.1.1. Guide students with co-created rubrics, checklist and provide samples of past work (share with permission from creator). If a rating scale is used, 1-2-3-4 may be preferred as there is no neutral ground (while 5 has a neutral middle, 3)