Unwrapping assessment: powerful tools for student progress.

To set the stage for the sessions that followed, Janet Lopinski and Scott McBride Smith shared their thoughts on the role of evaluation and assessment. The clinicians approached the topic from a broad perspective. No matter what type of teaching is done, assessment is essential. Students are being evaluated all the time: by their teachers, families and everyone who hears them play.

Introduction and Overview

The session began with a general overview of the concept and the importance of developing the ability to step back and evaluate skill execution, in music or any other discipline. The need to acknowledge strengths and identify areas of weakness and work to improve both was highlighted. Each lesson we have with our students includes the process of assessment in some shape or form.

The definition of assessment as "the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs" was discussed as a general concept, applied in the work of studio teachers on a daily basis: when we decide where our student is at a given moment, where we want him to be in a week or a month or a year and how we will get him there. An important aspect of this is training our students to develop self-assessment skills; critical listening, goal-setting, motivating and inspiring are all related to this concept.

Aspects of learning theory relating to assessment were discussed, including the controversy surrounding testing in the school system on both sides of the U.S./Canada border.

Examples of how assessment tools can be tailored to each student's needs were explored, leading to the conclusion that as teachers come to know their students as individuals, they can best decide which form of assessment will be most appropriate.

Assessment in the Studio

Assessment in a teacher's daily life begins with the initial phone call, where the teacher must evaluate the student's readiness to begin lessons and also get a sense of whether they will make a good team. At the same time the teacher is also assessing the parents' level of commitment to music study and establishing reasonable expectations for both parties.

If this is successful and an interview/audition is scheduled, another opportunity for assessment will present itself. Next, the teachers will need to evaluate the student's potential (in the case of a beginner) or existing skills level (in the case of a transfer student). The skills to be assessed might include the overall level, performance of previously prepared repertoire (which can sometimes be deceptive), physical approach, reading skills, listening skills and theoretical understanding. Teachers are also looking to assess the attitude: level of commitment, energy and enthusiasm, as well as parental involvement. This can be just as important as the musical skills.

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Skill assessment at the lesson was the next topic to be explored, including the need for the teacher to take stock of what has been accomplished during the week, how successful the practicing has been, what goals should be set for the following week, when repertoire is ready to be set aside and when new repertoire can be introduced.

This segment of the presentation included performances by both clinicians, generating discussion of what specific issues or teaching points might be addressed in response. As part of encouraging the development of critical listening skills, the teacher might direct the student to ask himself a series of questions including some of the following:

* Did I play the notes accurately?

* Did I maintain a steady tempo where required?

* Was my rhythm accurate and precise?

* Did I observe dynamic markings in the score?

* Was I listening to hear variety in touch and tone?

* Was I aware of my phrasing and the overall structure of the piece?

Assessment Outside the Lesson

The value of preparing for performances as a tool in building confidence for other assessment experiences later in life was discussed. Frequent performances over the course of the year serve to motivate students to work harder and can offer opportunity for formal or informal evaluation.

Formal assessment involves situations where grades or marks are assigned, including exams or evaluations where the student receives comments and a mark or is placed in a category. There are also assessment situations based on comparison: festivals and competitions where students may receive comments and marks, but also involve the element of comparison. If a student receives 90 percent, normally a very good mark, but the next person receives 95 percent that changes the context and perception of the mark. Assessing performance can be highly subjective and may lead to disappointment when the mark is lower than expected or false confidence when it is higher than deserved.

Informal assessment may occur when students perform in concerts, recitals, talent shows, community centers or even at home in the living room. In reality, every performance involves informal assessment by the audience and also an opportunity for self-assessment by the student.

Involving Parents in Assessment

Involving parents is always an interesting topic, since, like students, they come in many shapes and sizes: "The Good, the Bad and the Ugly." In the period of time between lessons, parents can help assess by keeping track of things like the following: Is practice taking place according to the schedule suggested by the teacher? Is the student including all aspects of the practice assignment as specified by the teacher? Is the student following specific instructions--playing hands separately, playing slowly, drills or sectional work as specified by the teacher? Even parents who are not musical can be engaged to help monitor and assess daily practice sessions.

The Role of Peers in Assessment

This can be a great tool, but also can be dangerous if not steered by the teacher. Some teachers ask their students to comment on each other's performances when they have studio performance classes as a way of helping them develop their critical listening skills and ability to articulate their thoughts and impressions. Many students take the comments of their peers very seriously, especially those whose playing they admire. However, the teacher must take responsibility for ensuring that the tone of the comments remains positive and encouraging so that the experience serves to build confidence rather than undermine students' efforts.

Assessment of Our Own Work as Teachers

Studio teachers who submit their students for formal assessment can process the feedback that comes through competition results, evaluation and examination reports to help identify their own strengths, as well as areas for improvement. In our quest for excellence as teachers, we need to always seek out opportunities for professional development and personal growth, and this is certainly a fine example.

In closing, the clinicians noted that the "Before and After" session to follow would provide an opportunity for more thorough exploration of assessment techniques through analysis of the specific elements that experienced adjudicators and examiners are listening for when they evaluate student performances.

Scott McBride Smith and Janet Lopinski, presenters