Abstract
The primary objective of this study is to review and characterize research-based music assessments that might be used to guide and assist teachers and students in transforming their attitudes and perceptions, ability to express their ideas and concepts during the assessment process openly. This study employed descriptive and autoethnographic methods to elicit information about current conditions and practices through the library approach and literature review. The identified music assessment techniques were used to determine how well students comprehend important points in a session. It includes the Music Concept Memory Exercise and Instrumental and Vocal Schematic Processing for music lesson instructions and the Five-Letter Name Pitch Memory Test and Three-Chord Familiarization Assessment for basic instrumental music instructions. They are used as a core component deliberately designed to expose classroom teachers and prospective teachers to the essentials for effective instructional practices. Effective evaluation ensures that learners’ knowledge, understanding, and skills are transferred effectively in future contexts.
Highlights
Classroom assessment techniques are different strategies, and action plans educators and teachers in the field use to monitor and assess students’ comprehension and understanding of key topics throughout a lesson, practical-based learning, or a subject course
Objectives of the Study The primary objective of this study is to review and characterize research-based music assessment strategies that might be used to direct and aid teachers in their assessment and evaluation practices
Assessment data can be a critical component of improving any music program, provided it focuses on clear learning outcomes and the most significant qualities of student performance, which it does not
Summary
Classroom assessment techniques are different strategies, and action plans educators and teachers in the field use to monitor and assess students’ comprehension and understanding of key topics throughout a lesson, practical-based learning, or a subject course. These techniques are intended to serve as a form of formative evaluation, allowing teachers to change or modify a lesson based on students’ necessities. Individual learners may be better suited to learning in a specific method tailored to the learning environment, employing different and distinct patterns of thinking, relationship, and creation (Sambhram Institute of Technology, 2017)
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