Music Assessments Should Not Be Associated With The Mentality Of, Just Generating A Grade

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Purpose Music assessments should not be associated with the mentality of, just generating a grade, or, to pass the teaching evaluation. Music assessments should be the commitment of providing feedback for students, and for teachers, in order to achieve and grasp a higher standard of learning. According to Wesolowski (2015), it is said those who “track students progress can make a difference in the learning and your teaching” (p. 39). To help achieve this mentality, do not solely weigh grades on non-achievable standards such as attendance and class participation, but focus on performance based, or achievable aspects instead. In a study done by Joshua Russell and James Austin (2015), it was found that sixty percent of teachers who grade on these standards of non-achievable quality have inflated grades, with three quarters of students receiving an A and less than ten students receiving a C or lower (Russell and Austin, 2015, p. 48-49). Instead of using this inflated policy, focus on grading the “valid indicators of achievement” (p. 53) for the student’s performance, which was taken from Pellegrino, Conway, & Russell’s article (2015). These valid indicators point toward the student’s use of tempo, dynamics, phrasing, and other musical abilities. Importance of Goals Teaching effectively incorporates planned and well thought out goals. It is said in an article by Hale and Green (2009), “teachers are most effective when they have clear learning goals in mind and implement

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