Leveraging technology for music

assessment in a classroom

Dan Massoth

American International School - Kuwait

What are the possibilities?

• Online learning and blended classrooms

• Project-based activities

• Game-based learning and assessment

• Learning with mobile and handheld devices

• Instructional tools like interactive whiteboards

• Web-based projects, explorations and research

• Student created media

• Collaborative on-line tools

• Social media

• Headline! For iPad rollout

How best to leverage technology

• Philosophies• Overall approach

• TPACK

• SAMR

• Techniques

• Issues related authentic assessment in music• Internal

• External

• Devices

Approach

The teaching of the curriculum as well as

overall instructional goals (including assessment)

should drive the use of technology in the

classroom and not vice-versa.

SAMR Model

of Technology

Integration

Dr. Rubin Puentedurahttp://www.hippasus.com/rrpweblog/

The “Forgotten”

Steps of the

SAMR Model

of Technology

Integration

Enhanced

SAMR Model

of Technology

Integration

Dr. Rubin Puentedurahttp://www.hippasus.com/rrpweblog/

Technology is going to revolutionize

education, right?

The assessment of student

achievement in a fine arts class has

become essential. Why?

• Educationally, assessment is needed to validate and document student achievement and to improve teaching and learning.

• Politically, the arts will not be able to thrive without the same level of measurement and data that is provided by other core subjects

• Funding will be diverted to subjects and programs that can measure student achievement. “What gets measured, gets funded”

Purposes of assessment

• Provide feedback to students about their progress

• Give parents feedback on their child’s performance

• Rate or rank students

• Provide feedback to instructors on their effectiveness

Anything else?

Purpose Primary Users Construct

Linkage to

Curriculum Interpretation

Instructional Guidance Teachers,

Students

Narrow Achievement

Targets

Strong CR, Individual

Student Placement and

Selection

School

Administrators

(and Others)

Aptitude, Achievement Varies Varies, Individual

Informing Comparisons

Among Educational

Approaches

School

Administrators,

Researchers

Achievement

(curriculum-specific;

curriculum-neutral)

Varies NR, Group

Educational Management Public, Elected

Officials,

Administrators

Achievement Grows higher NR (may look like

CR), Group

Directing Student Effort Students Aptitude, Achievement Varies (should

be strong)

mostly CR,

Individual

Focusing the System Teachers, School

Administrators

Achievement Grows higher NR (may look like

CR), Group

Shaping Public

Perceptions

Public, Elected

Officials,

Administrators

Achievement Should be

Strong

NR, Group

From: How is Testing Supposed to Improve Schooling?

Presented at the 2012 NCME conference by Dr. Ed Haertel, Stanford University

Seven Broad Purposes of Testing

4 types of arts behaviors: Types of assessment

1.Responding

2.Creating

3.Performing

4.Listening

1. Rubrics

2. Playing tests

3. Written tests

4. Practice sheets

5. Teacher Observation

6. Portfolios

7. Peer and Self-Assessment

Assessing Musical Behaviors: The type of assessment

must match the knowledge or skill

Perform

Create

Respond

Connect

Authentic Assessment

Authentic assessment accomplishes each of the following goals:

• Requires students to develop responses rather than select frompredetermined options

• Elicits higher order thinking in addition to basic skills

• Uses samples of student work (portfolios) collected over anextended time period

• Stems from clear criteria made known to students

• Allows for the possibility of multiple human judgments

• Relates more closely to classroom learning

• Teaches students to evaluate their own work

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3 Features of a Useful Rubric

• Evaluative Criteria:

– Factors to be used when judging the quality of a student’s response

• Quality Distinctions:

– For each criterion, different levels of quality in a student’s work must be described

• Application Strategy:

– Users of the rubric are told whether a student’s response is to be judged using the evaluative criteria or on a criterion-by-criterion basis (holistic vs. analytic)

• From Popham, W. James (2006). Mastering Assessment: A Self-Service System for Educators. Routledge: NY

Three Primary Techniques

• Portfolio

• Growth

• Pretest – Posttest

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Portfolio

A student portfolio can be created from a variety of

sources.• Performances, Art work, • Classroom work• Home work• Rubrics• Short answer questions• Reflections• Other data

Each of these examples can be collected and then used

for grading and conferences.

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Growth

• Sight reading / Sight singing

• Rhythm accuracy

• Technique development

• Sequential, spiraling curricula

• Learning targets

29

Pretest – Posttest

• End of course current year or

previous year

• Individual / Group

30

Poll Everywhere

Performance assessment

#8 - No Looking Back – SOE book 2

Using “smart” technology for

assesssment

• Turing test

• ELA and the big testing companies

• Issues

Issues related to performance

assessment - recognition

• Variations in timbre

• Variations in microphone placement and pickup

• Latency

• Issues with background sound

• Pitch

• Articulation

Issues related to data analysis

• Full duplex audio latency

• Quantization

• Difficulty level

• Intonation

• Articulation

• Multiple starts/assessment inconsistency

Issues related to data display

• Roadmap/repeat

• Quantity and quality of feedback

• Notation

Which one?

Phone

• Monitor information

• Updates

• Brief conversations

Tablet

• Consume information

Laptop/Desktop

• Projects

• Entering information

Basics

• Metronome

• Tuner

• Audio Recorder

• Video Recorder

• YouTube

Data management

Instrumental music performance

software market

• Essential Elements Interactive

• iPas

• Music Prodigy

• SmartMusic

Performance assessment software

comparisonName Repertoire Assessment Platform Cost

Essential

Elements

Interactive

2 Method books Recording iPad

Mac

PC

Free with

book

iPas 2 Method books Performance - chart Mac

PC

Free with

book

Music

Prodigy

Public domain titles Performance -Red and

green note

iPad

Mac

PC

$24 - 30

SmartMusic Over 10,000 solos,

method books,

exercises, concert titles

Red and green note iPad

Mac

PC

$40 / 140

On line tools with some assessment

capabilities

• Music First

• Charanga

Online standardized assessment

Time to play

How did we do?

• Online learning and blended classrooms

• Project-based activities

• Game-based learning and assessment

• Learning with mobile and handheld devices

• Instructional tools like interactive whiteboards

• Web-based projects, explorations and research

• Student created media

• Collaborative on-line tools

• Social media

Down the road

Please feel free to contact me at:

Dan Massoth

dmassoth@me.com