Sarah Mayer

Abstract

Assessment in music classrooms is often widely varied and inconsistent. It can range
from grades based on participation and attendance to no meaningful assessment at all.
How can music educators use different types of assessment to train better musicians?
How can directors use technology to show students’ progress over time? How can
students be better involved in the assessment process? What can be done to change the
attitudes of music teachers involving assessment? Fifth, sixth, seventh, and eighth grade
students from the Kettle Moraine Lutheran High School Elementary School Band
Program during the 2012-2013 school year participated in creating digital portfolios as
assessment, reflection, and evidence of learning tools. Students collaborated with
teachers to record themselves and create other artifacts of learning to represent their
musical studies and improvements over the course of the year. Students completed a
survey at the end of year, after reviewing their portfolios with their teachers. The
survey showed that 94% of the students felt that the digital portfolio process was
helpful to them in becoming better musicians.… (mehr)