Our Second Stop...Assessment and Student Involvement

I have never had students assist in the development of a rubric.  I have avoided doing this because it would mean creating multiple rubrics and I felt like it could be an organizational nightmare and that the students would not get all of the curriculum pieces that needed to be there. The readings and discussions in this course have helped me see the value in incorporating student involvement in the development of a rubric.  Not only will they feel like that have input into what they are learning, but they will have a better understanding of what they need to do in order to accomplish the outcome that they desire.  Another aspect of assessment that I did not include enough of is peer and self assessment.

Leslie Stewart Rose argues that "to give equal opportunity to each of our students, it is necessary to formally and clearly teach the steps and skills of self-assessment in our classrooms" (Rose, p.23). Rose's steps to teach self assessment include the following:

1. knowing where you want to go
2. knowing where you are and
3. making a plan to reach the goal.

She believes that "centring the classroom activities on a self-assessment empowers students to "learn how to learn"; to become critical thinkers and independent musicians; to break with the traditions where the music teacher provides the interpretation and answer" (Rose, p.23).  Another important point that Rose addresses is the idea that when we focus on self-assessment it clarifies student misconceptions about assessment and evaluation; assessment is not about marks, but rather about learning. Having students provide their input in class rubrics helps to establish clear goals and expectations.  There is less discrepancy and discussion about grading and a larger focus on the quality of work produced. When students are able to self assess their work they become better and more independent learners and musicians. Rose argues that it is important to have self assessment as part of our practice because:

1. it fulfils the expectation that students will analyse their own performances;
2. the students indicate a positive affect on their learning;
3. there is a marked increase in focus during student-led rehearsals;
4. there is less discrepancy between the marks that the teacher assigns and how the student see themselves;
5. the students use more precise language to describe abstract concepts; and
6. the students are more independent musicians.

When students are provided with the opportunity to self assess they are able to identify a musical target performance, judge their own performances (or even their peer's performances) and develop and implement strategies to meet their target performances.  This also helps them to feel like they have more of a say in their own learning.

In the future, I want to incorporate more student involvement both in the creation of projects, and rubric development. I also want to teach students how to self assess so that they have a better understanding of where they are, where they want to be, and the steps that they need to take in order to get there. These ideas would be particularly useful in the all boys class because they are always saying how they want to learn about certain things, like hip hop, and they often try to tweak the projects that I originally give them.  Providing them with these opportunities will help them feel like they have more of a say in their own learning and the process of self assessment will help develop their critical thinking skills in a deeper way.

Rose, L.S. Teaching Self-Assessment: Know Where You are, Know Where You are Going, and Make a Plan to Get There. The Recorder article in full text. (Available in the Course Readings)