Making Assessment Meaningful, Measurable, and Manageable in the Secondary Music Classroom

2019 ◽  
pp. 324-350
Author(s):  
Paul Kimpton ◽  
Ann Kimpton
Keyword(s):  
Best Practices ◽  
Music Educators ◽  
Assessment Process ◽  
Learning Goals ◽  
Classroom Teachers ◽  
Music Classroom ◽  
Secondary Music ◽  
Specific Performance ◽  
Specific Feedback ◽  
Do So

The purpose of this chapter is to challenge secondary music educators to incorporate assessment best practices in creating music assessments that are meaningful, measurable, and manageable. To do so, music educators must recognize the commonalities between assessment of music and assessment of other disciplines. Assessments also should assess specific performance, written theory, and listening theory skills that directly relate to the music being taught in the classroom. Teachers then will be able to identify individual and ensemble strengths and weaknesses, share visual displays of data, provide specific feedback, and adjust instruction accordingly. Additionally, students must be involved in the assessment process by being given opportunities to self-assess and peer assess, articulate and/or demonstrate standards, set and adjust learning goals, and reflect on progress. As a result of rethinking assessment in the music classroom, music educators have the opportunity to strengthen music’s role as a valuable curricular subject in US schools.

scholarly journals PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes

2015 ◽  
Vol 14 (2) ◽  
pp. ar23 ◽  
Author(s):  
Sarah L. Eddy ◽  
Mercedes Converse ◽  
Mary Pat Wenderoth
Keyword(s):  
Adult Learners ◽  
Active Learning ◽  
Best Practices ◽  
Teaching Practices ◽  
Research Literature ◽  
Learning Goals ◽  
Evidence Based ◽  
College Age ◽  
Specific Feedback ◽  
And Mathematics

There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both clarifies the research-supported elements of best practices for instructor implementation of active learning in the classroom setting and measures instructors’ alignment with these practices. We describe how we reviewed the discipline-based education research literature to identify best practices in active learning for adult learners in the classroom and used these results to develop an observation tool (Practical Observation Rubric To Assess Active Learning, or PORTAAL) that documents the extent to which instructors incorporate these practices into their classrooms. We then use PORTAAL to explore the classroom practices of 25 introductory biology instructors who employ some form of active learning. Overall, PORTAAL documents how well aligned classrooms are with research-supported best practices for active learning and provides specific feedback and guidance to instructors to allow them to identify what they do well and what could be improved.

Try a New Approach

2016 ◽  
Vol 103 (2) ◽  
pp. 53-57
Author(s):  
Jacob Prosek
Keyword(s):  
United States ◽  
Best Practices ◽  
Music Education ◽  
The United States ◽  
New Approach ◽  
Southern Germany ◽  
Music Classroom ◽  
Do So

This article looks at some best practices for teaching the harmonica as demonstrated in schools in southern Germany. The author describes the role the harmonica has played in music education, offering a brief overview of the instrument’s use in the United States. He shares what certain German educators are doing and how their techniques can be applied in the music classroom. This article also examines how the harmonica has enhanced music education in Germany and how it can do so elsewhere.

Visualizing chemistry teachers’ enacted assessment design practices to better understand barriers to “best practices”

2021 ◽  
Author(s):  
Adam G. L. Schafer ◽  
Victoria M. Borland ◽  
Ellen J. Yezierski
Keyword(s):  
High School ◽  
Best Practices ◽  
Formative Assessments ◽  
Learning Goals ◽  
Specific Method ◽  
High School Chemistry ◽  
Chemistry Teachers ◽  
Assessment Design ◽  
Teachers Beliefs ◽  
Representational Level

Even when chemistry teachers’ beliefs about assessment design align with literature-cited best practices, barriers can prevent teachers from enacting those beliefs when developing day-to-day assessments. In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses are examined. Results from a detailed evaluation of several high school chemistry formative assessments, learning goals, and learning activities reveal that assessment items are often developed to require well-articulated tasks but lack either alignment regarding representational level or employ only one representational level for nearly all assessment items. Implications for the development of a chemistry-specific method for evaluating alignment are presented as well as implications for high school chemistry assessment design.

scholarly journals Practical Application of a Data Stewardship Maturity Matrix for the NOAA OneStop Project

2018 ◽  
Author(s):  
Ge Peng ◽  
Anna Milan ◽  
Nancy A. Ritchey ◽  
Robert P. Partee ◽  
Sonny Zinn ◽  
...  
Keyword(s):  
North Carolina ◽  
Best Practices ◽  
Data Quality ◽  
User Needs ◽  
Data Quality Control ◽  
Practical Application ◽  
Data Discovery ◽  
Data Quality Assessment ◽  
Data Stewardship ◽  
Do So

Assessing the stewardship maturity of individual datasets is an essential part of ensuring and improving the way datasets are documented, preserved, and disseminated to users. It is a critical step towards meeting U.S. federal regulations, organizational requirements, and user needs. However, it is challenging to do so consistently and quantifiably. The Data Stewardship Maturity Matrix (DSMM), developed jointly by NOAA’s National Centers for Environmental Information (NCEI) and the Cooperative Institute for Climate and Satellites–North Carolina (CICS-NC), provides a uniform framework for consistently rating stewardship maturity of individual datasets in nine key components: preservability, accessibility, usability, production sustainability, data quality assurance, data quality control/monitoring, data quality assessment, transparency/traceability, and data integrity. So far, the DSMM has been applied to over 900 individual datasets that are archived and/or managed by NCEI, in support of the NOAA’s OneStop Data Discovery and Access Framework Project. As a part of the OneStop-ready process, tools, implementation guidance, workflows, and best practices are developed to assist the application of the DSMM and described in this paper. The DSMM ratings are also consistently captured in the ISO standard-based dataset-level quality metadata and citable quality descriptive information documents, which serve as interoperable quality information to both machine and human end-users. These DSMM implementation and integration workflows and best practices could be adopted by other data management and stewardship projects or adapted for applications of other maturity assessment models.

scholarly journals APPLICATION OF THE PRINCIPLES OF ACCELERATION, COMPLICATION AND DEEPENING IN THE ASSESSMENT PROCESS IN MATHEMATICS LESSONS

2021 ◽  
pp. 67-75
Author(s):  
B. T. Yessingeldinov ◽  
N. K. Ashirbaye ◽  
T. Y. Smirnova
Keyword(s):  
High School ◽  
Literature Review ◽  
Necessary Conditions ◽  
Point Of View ◽  
Assessment Process ◽  
Learning Goals ◽  
Depth Study ◽  
Approach To Teaching ◽  
Teaching Of Mathematics ◽  
Different Levels

A differentiated approach to teaching is one of the necessary conditions for humanization in education and plays a crucial role in the development of abilities, skills, and cognition of students. The teaching of Mathematics has extensive global experience of differentiated instruction. Differentiation was considered from the point of view of in- depth study of Mathematics in high school, the provision of assignments of different levels of complexity, resources, the pace of learning by students, individualization and personalization of teaching, etc. Modern pedagogy in the context of the humanization of teaching considers differentiation through orientation to the student, his needs and abilities to achieve the learning goals by all students in the classroom. There are three main principles for applying differentiation: acceleration, complication, and deepening. This article provides the literature review on differentiation in the classroom, its principles. An example of the application of the principles of differentiation in the lesson, examples of assignments in the process of formative assessment, and the results of the study are provided in the article.

Evidence-Based Clinical Recommendations for the Administration of the Sequential Motion Rates Task

2017 ◽  
Vol 39 (3) ◽  
pp. 442-448
Author(s):  
Michal Icht ◽  
Boaz M. Ben-David
Keyword(s):  
Cost Effective ◽  
Assessment Process ◽  
Evaluation Procedure ◽  
Evaluation Tool ◽  
Motor Abilities ◽  
Effective Evaluation ◽  
Specific Performance ◽  
Performance Rate ◽  
Simple Equations ◽  
Administration Protocol

The sequential motion rates (SMR) task, that involves rapid and accurate repetitions of a syllable sequence, /pataka/, is a commonly used evaluation tool for oro-motor abilities. Although the SMR is a well-known tool, some aspects of its administration protocol are unspecified. We address the following factors and their role in the SMR protocol: (a) selecting the appropriate stimulus for the client—nonword, real word or both, (b) the necessity of a practice round, (c) using visual feedback, (d) using language-specific performance rate norms, and (e) the implications for using different measurements (time-based, rate-based). We also provide rate norms for Hebrew-speaking clients and a pair of simple equations for transforming data from time-based units (seconds) to rate-based units (syllables/s). These recommendations can be considered in the clinical assessment process and may be integrated into the speech-language pathologists’ practice, allowing for a more accurate and cost-effective evaluation procedure.

Mentorship of undergraduate research experiences: Best practices, learning goals, and an assessment rubric.

2020 ◽  
Vol 6 (3) ◽  
pp. 212-224
Author(s):  
Guy A. Boysen ◽  
Manisha Sawhney ◽  
Karen Z. Naufel ◽  
Suzanne Wood ◽  
Kristin Flora ◽  
...  
Keyword(s):  
Best Practices ◽  
Undergraduate Research ◽  
Learning Goals ◽  
Research Experiences ◽  
Undergraduate Research Experiences ◽  
Assessment Rubric

Ubiquitous Game-Based Learning in Higher Education

2014 ◽  
pp. 106-129
Author(s):  
Anna Kasimati ◽  
Sofia Mysirlaki ◽  
Hara Bouta ◽  
Fotini Paraskeva
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Mobile Devices ◽  
Higher Education Institutions ◽  
Learning Activities ◽  
Learning Goals ◽  
Game Based Learning ◽  
Daily Lives ◽  
New Ideas

The rise of mobile broadband devices and services has significantly changed the role of mobile devices in people's daily lives by enabling the provision of innovative applications and services anywhere, anytime. Despite the fact that new ideas and innovation mainly occur within Higher Education Institutions (HEIs), the adoption of mobile and ubiquitous technologies by HEIs is still in its early stages. This chapter attempts to provide a framework to support Higher Education Institutions towards implementing mobile and ubiquitous, game-based learning activities. Aligned with the objective of this book, this chapter presents some examples and best practices of implementing this framework towards achieving the learning goals of future professionals in the fields of electronic and ubiquitous commerce.

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