Assessment is now on the Radar!
There was a lot of traction on the teacher's GCSE Facebook page concerning an article written by Jane Werry: what's going on in my classroom... Personally, I found the gold in this blog post to be found at the end of the article where she discusses how her team are assessing the students in their care and how they are recording the assessment. I like the graphical way in which the assessment is shown in what she calls (simply!) a radar diagram and what Martin Fautley (see below) calls a Multi-Axis Progress Chart:
For each pupil, the segments would be coloured in/dated in order to show that an assessment outcome had been achieved. This allows an overview for each learner which shows progression over time which is what I find really exciting about the idea.
Reading around this subject led me a few other places:
Martin Fautley's book Assessment in Music Education which I have briefly commented on previously.
Martin Fautley's article Assessment and Progression: mapping progression
Assessment Strategies Revisited from the Teacher and Musician blog
Whilst I am thinking that this is fantastic strategy, I do have some questions:
How many assessment criteria are needed per chart? When does it become too much?
How can this be fed back to the learners? For example, having a graph on OneNote, for example, would be useful for me as I could edit the graphs as I work with the pupils. In this case, the assessment is something that I control and own. However, to make it available to each pupil and give papers out at the beginning of each class seems laborious and takes away from the spontaneity of music making.
How can this complement a deeper level of feedback? Numbers and shaded areas cannot compete with rich feedback from the teacher. How can these two systems complement one another?
Essentially, I need to read more around the subject and pilot a trial with a few of my classes to find out what works. To be continued...