As a music educator, assessment is constantly taking place in the classroom.

Assessment in the
music classroom does not have to be formal, and has to be authentic, as well as aligned with
students’ learning experiences. The assessment that takes place should complement the learning
styles of all students, and be focused on their learning and development. Assessing musical
knowledge and skills are beneficial to aiding students in become more knowledgeable and
talented musicians.

Assessment is an incredibly important part of student learning and growth. As an educator, we

need to be cognizant of the best ways in which to assess our students in different learning
situations. Through education courses, as well as experiences directing and leading instrumental
ensembles, I have developed skills in both formal and informal assessment. Informal assessment
takes place almost constantly in the music classroom during rehearsal, and can look different in
many ways. During a rehearsal, the teacher is constantly assessing whether students are
accurately understanding and performing the musical material. This type of informal assessment
is important, so that the teacher can mold and form a lesson around struggles that students face.
In my directing, during sectionals or large group work, I employ this assessment tool quite often.
By listening to and assessing a certain passage or section of the music, I am able to recognize how
accurately students are understanding and performing the music that is being learned. Formal
assessment can take place in a similar manner, using rubrics or checklists during instruction. In
my teaching, whether using informal or formal assessment, I am constantly considering what is
the best strategy for student learning.

Assessment in the music education classroom is important in helping our students become the
most knowledgeable, intentional, and skillful artists that they can be a music educator,
assessment is constantly taking place in the classroom. Our assessment should be focused on
how it best reaches and benefits our students. At the heart of assessment, teachers should not
be so worried about scores and averages as they are about student growth.