When setting assessments, we have to take differentiation into account and set different types of assessments so as not to disadvantage a section of the class. In many schools ‘Norm-referenced’ assessments take place such as Grammar entrance exams when a large number of individuals are involved in taking the assessment, by comparing the individual students with each other and rewarding the best, we can essentially be failing a large percentage of our students as teachers, sometimes as much as 30 to 40%. On a day to day basis it may be better to use a criterion based assessment method as this would allow a larger number of students to pass. The outcome of assessment should always be positive and not de-motivate the student. (G, Petty.1998) The QDCA (2007) feel that assessment should always be constructive and sensitive thus avoiding a negative emotional impact on the student. It is believed that feedback has more effect on the overall achievement of a student than any other factor and it is not whether the assessment is formative or summative that is important, but the timing of the feedback. It is also very important to ensure that the formative assessments during the course are no less rigorous than the summative assessments at the end, otherwise the ‘corrective help’ could be ineffectual and actually cause a much bigger issue for the student in the long run. (Hattie 2003)
Any form of assessment that counts towards the overall score on a course is looked at as a Summative assessment, these usually take the form of an Exam, Dissertation or Presentation, in more practical subjects, it could take the form of a Demonstration or Performance. Summative assessments usually tend to be the most important as far as students are concerned as this will determine whether they have passed or failed, as a result these tend to be very formal as apposed to the informality of a Formative assessment. (Atherton 2009)
In Music Technology an informal initial assessment such as multiple choice and short answer sheet, would not only determine the level of subject knowledge and experience for the tutor, but by asking the students to read out a paragraph about their own musical background would work as a good icebreaker. The use of observational assessment during the practical section of lessons would be invaluable for constructive feedback and short assignments could be set the theory sections.
Each module for the course would work towards a final summative assessment that would involve both a written exam and a practical assignment.
By recording the outcome of each lesson and formative assessment on an excel spreadsheet, the tutor can ensure the subject matter is fully understood by the students as they work towards a final summative test. This allows for portability via the inter/intranet, easy editing, and the ability to view their entire classes progress together for comparison.
Bibliography
Atherton, J.S. (2009) Learning and Teaching; Assessment [On-line] Available at: http://www.learningandteaching.info/teaching/
assessment.htm
Accessed: 7 February 2010
Geoffrey Petty. (1998) A practical guide to teaching today. (2nd edition) Cheltenham, Stanley Thornes.
Hattie, J. (2003) [On-line] Available at:
Accessed on 5 February 2010
Maslow, A. (1943) Hierarchy of Needs [On-line] Available at: Accessed on 6 February 2010
QDCA (2007) The 10 principles: Assessment for Learning [On-line] Available at: http://www.qcda.gov.uk/4336.aspx
Accessed on 5 February 2010
QCDA (2009) Initial Assessment [On-line]
Available at:
Accessed on 5 February 2010