Grading
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Our school is implementing some changes in the way we’re allowed to grade students this year. One of these changes is that we are no longer allowed to grade “behaviors,” meaning the traditional participation grade goes out the window. Obviously I’m making some adjustments. We already do many other types of things, including rhythm assessments, concert critiques, reflections, vocabulary, etc, but my concern is that there we always end up with such limited time at certain points of the year that it’s tough to fit many of these things in. What are some ways you grade your students at consistent intervals through the year?
While it may not be possible for you, I think it is somewhat important to grade students’ etiquette in rehearsal. I don’t know if it’s possible for your school to reconsider, but I’ll throw it out there because there are some easily measureable ways of assessing rehearsal behaviors (e.g., being prepared with materials and on time, speaking at appropriate times, etc.)
In terms of grading at consistent intervals, my middle school students get a grade for their small group lesson each week based on their preparation and demonstration of skills/improvement at the lesson.
To place a little less emphasis on my own participation/rehearsal etiquette grade, I try to give short quizzes every couple of weeks (perhaps this year I’ll get more regular about it). Students pick up a quarter sheet of scrap paper, I ask 4-6 questions about things we have learned recently (and I usually include one goofy question). If students have been in class and listened, these are pretty straightforward and align pretty closely with my impression of their overall level of effort and behavior in class.
Christopher M. Johnson, Professor of Music Education and Music Therapy, is currently the Chair of the Music Education and Music Therapy Department and Director of the Music Research Institute at the University of Kansas. Johnson earned his Ph.D. from the Florida State University.
Since his arrival at The University of Kansas, Johnson has taught courses in Instrumental Conducting, Teaching Instrumental Music, Managing Behaviors in the Music Environment, Psychology and Acoustics of Music, and Research Methods in Music Education and Music Therapy. Johnson served two terms as the editor of the International Journal of Music Education: Research, the research publication of the International Society for Music Education. He is currently serving his second term on the National Association for Music Educations Executive Committee of the Society for Research in Music Education. He also served on the editorial board of the Journal of Research in Music Education, and one earlier term as the Chair for the MENC Executive Committee of the Society for Research in Music Education. Johnson also served as the Chair for the Research Commission of the International Society for Music Education.
Johnson’s research interests include applied research in music education, and basic research in all aspects of the psychology of music. He has published articles in many journals including the Journal of Research in Music Education, the International Journal of Music Education, the Journal of Music Therapy, Journal of Band Research, Contributions to Music Education, and the Bulletin of the Council for Research in Music Education, among others. Johnson has also been an active member and contributor to the Research Seminar of the International Society for Music Education and World Alliance for Arts Education.
Johnson received a university teaching award – the Ned N. Fleming Award for Excellence in Teaching and received the recognition for Graduate Teaching Achievement from the Center for Teaching Excellence. Johnson was also awarded a lecturing & research award as a J. William Fulbright Scholar and recently received the Ella Scoble Opperman Citation for Distinguished Achievement from the Florida State University College of Music.
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