Musical Assessment and Professional Productivity with Technology

Music educators use various forms of assessment to monitor the progress of their students to report to parents and administrators. Assessment should measure students learning across a range of standards representative of quality, balanced music curriculum, including responding to, creating and performing music. Technology has made this task easier to accomplish with different apps and sites that allow students to test and the teacher able to evaluate in a more timely fashion.

http://www.nafme.org/about/position-statements/assessment-in-music-education-position-statement/assessment-in-music-education/

  Flubaroo is a free tool that helps you quickly grade multiple choice and fill in the blank questions. It allows the teacher to compute average assignment scores, flags low scores, gives option to email students grade and answer key and allows teacher to give individulized feedback.

 This week in Technology assisted music learning, using technology to accomplish assessment was discussed and professional productivity as well. Using google sites and forms was the main way to accomplish these different tasks. They become important to keep parents and students informed about the same information without using a lot paper making it cost effective as well.

Finally an ePortfolio, which is an electronic collection of evidence that shows your learning journey over time. The portfolio can advance learning by providing students and faculty with a way to organize, archive and display pieces of work. Electronic portfolios are becoming a popular alternative to traditional paper-based portfolios because they offer instructors and peers the opportunity to review, communicate and assess portfolios in an asynchronous manner.

http://academic.regis.edu/laap/eportfolio/basics_what.htm

Instructional Design and Technology

Instructional design are methods created to transfer information from the teacher to the intended student or student body. It involves analysis of the needs of the learners, the development of a system to meet those needs and the goals intended. When any technological hardware or software becomes a part of the design to support learning it is then referred to as instructional technology but still a part of instructional design.

http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesigndefinitions.htm

This week in Technology Assisted Music Learning a top 5 list of information from the reading was created. The information was to be something new that I have learned from the reading or something I knew of prior but learned information about it that I did not before.

My list included:

Ø  Instructional Logistics

Ø  Creative Commons

Ø  Project-Based Learning

Ø  Backward Design

Ø  Copyright

Creative commons and Project-Based Learning were the two concepts that are new to me but I feel that they may quite useful for my teaching experiences.

 

This information can be found:

Bauer, W. I. (2014). Music learning today: Digital pedagogy for creating, performing, and responding to music.                New York, NY: Oxford University Press.

 

www.oup.com/us/musiclearningtoday.

 

The next project is to create a WebQuest. It allows one to create an activity where learners interact with information that is from resources on the internet to complete the activity. The concept was originally developed by Bernie Dodge and Tom March in the mid-1990s.

 

This teacher constructed website is designed with a specific six-part structure that includes:

 

1.      Introduction

2.      Task

3.      Process

4.      Resources

5.      Evaluation

6.      Conclusion.

 

 

Bauer, W. I. (2014). Music learning today: Digital pedagogy for creating, performing, and responding to music.                New York, NY: Oxford University Press.