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BMU311R Assessing Music Learning Assignment Sample SUSS Singapore

This course helps students to examine the purposes and uses of assessment in music learning, including both formative (for immediate feedback) and summative assessments. The different types are described with regards to their implications on how we assess outcomes like facility/performance levels across modules– previous ones might not cover all aspects so be sure to check yours before starting.

Assessment is an essential part of music learning, providing students with feedback on their progress and helping to guide their future learning. There are two main types of assessment: formative and summative. Formative assessments are used to provide immediate feedback and help shape future learning, while summative assessments are used to evaluate progress at the end of a module or course.

Different types of assessment have different implications for how we assess outcomes like facility/performance levels. For example, previous modules might not cover all aspects of a particular outcome, so it is important to check the assessment criteria before starting a new module.

It is also important to note that different assessment methods will be more or less effective for different types of outcomes. For example, a written test might be more effective for assessing knowledge-based outcomes, while a performance-based assessment might be more effective for assessing facility/performance levels.

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Assignment Activity 1: Discuss music assessment approaches used concerning standards documentation.

One approach to music assessment is through documentation. This allows educators to provide students with specific observations and comments over time that can be shared with parents, administrators, and other teachers. Photos and videos can also be used as part of the documentation process. This type of assessment provides an authentic picture of student progress and growth in music performance and skills.

Another approach to assessing music students is through standardized testing. While this type of assessment has its critics, it can provide reliable data that can be used to compare students against each other or previous cohorts. Standardized tests can also be used to identify strengths and weaknesses in students’ musical skills and knowledge.

Which approach is best for assessing music students? There is no easy answer, as each has its pros and cons. Ultimately, it is up to the educators to decide which approach or combination of approaches will best meet the needs of their students.

Assignment Activity 2: Apply assessment for and of learning to construct learning goals and intentions. 

To develop effective learning goals and intentions, it is important to first assess your current level of knowledge and understanding in a particular subject area. From there, you can identify what specific skills or concepts you need to focus on to improve your understanding and proficiency.

It is also helpful to set realistic expectations for yourself and break down large goals into manageable steps that can be achieved over time. By setting specific, measurable, and achievable learning goals, you can track your progress and work towards mastering the material at hand. With a clear understanding of what you hope to achieve, you can then construct learning intentions that are in line with your goals and objectives.

When creating learning intentions, it is important to be as specific as possible. To do this, you will need to consider what exactly you want to learn, and how you can go about acquiring the desired knowledge or skills. For each learning intention, make sure to include a brief description of what you hope to achieve, as well as a plan for how you will go about learning it.

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Assignment Activity 3: Critique assessment models and approaches used in given settings

There are a variety of assessment models and approaches used in different settings, depending on the purpose of the assessment. Some common assessment models include cognitive ability tests, achievement tests, and personality or attitude assessments.

Each approach has its benefits and drawbacks. For example, cognitive ability tests may be good for measuring a person’s intelligence or learning ability, but they may not be as good at measuring other qualities such as creativity or emotional intelligence. Achievement tests may be good at measuring how much a person has learned, but they may not be as good at measuring other qualities such as critical thinking skills or teamwork abilities.

As with any tool, it’s important to understand the strengths and weaknesses of assessment models and approaches so that the right one can be selected for the task at hand.

Assignment Activity 4: Employ appropriate assessment strategies for improving student performance through self-assessment, and reflection. 

Many assessment strategies can be employed to improve student performance. Some of these include self-assessment and reflection.

Self-assessment allows students to identify their strengths and weaknesses and take corrective action to improve their understanding or performance in a particular area. This technique can be used both formatively, to inform instruction, and summatively, to evaluate student learning. Reflection, meanwhile, is a critical thinking tool that allows students to step back and analyze their work and learn from their mistakes. By taking the time to reflect on their work, students can identify areas where they need to make changes or improvements.

Both of these strategies can be highly effective in improving student performance. However, it is important to select the right strategy for the specific situation and goal. For example, if a student is struggling with a particular concept, self-assessment may be more helpful than reflection.

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Assignment Activity 5: Design appropriate assessment strategies to ensure student acquisition of and participation in the creation of musical knowledge and skills. 

There are a variety of assessment strategies that can be used to ensure that students are acquiring the knowledge and skills needed to create music.

One way to assess student learning is by using performance-based assessments. These assessments involve having students perform a task or complete a project related to the content being learned.

Another type of assessment that can be used is called an observational assessment. With this type of assessment, teachers observe students as they work on tasks or projects and take note of their understanding and ability to apply the concepts they are learning. Additionally, teachers can use interviews and surveys as means of assessing student learning. Interviews can provide information about what students know and how they feel about their musical learning experiences. Surveys can help identify areas where students need more support or clarification.

Assignment Activity 6: Create appropriate learning and assessment tasks for various performances, responding-listening and creating- compositional learning goals and intentions. 

When creating learning and assessment tasks for students, it’s important to consider the difference between performance and compositional skills.

Performance skills are those that can be measured through a single demonstration or attempt. For example, reciting a poem, answering questions about a text, solving a math problem, or playing a song on the piano.

Compositional skills, on the other hand, are those that require multiple attempts or iterations to develop mastery. For example, writing an essay, composing a song, developing a scientific theory, or designing a new product.

It’s important to design learning and assessment tasks that target both performance and compositional skills. Performance tasks can help you gauge how well students have learned the material, while compositional tasks can help you assess their ability to apply what they’ve learned in new and creative ways.

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