Assessment strategies assessment log

The English National Curriculum was revised in September 2000. One of the most significant changes for Music in the National Curriculum was the introduction of 'Levels of Attainment'. These statements are designed to be used at the end of the Key Stages with the majority of children reaching the levels within the ranges below:

End of Key Stage 1 aged 7 levels 1 to 3 majority at level 2
End of Key Stage 2 aged 11 levels 2 to 5 majority at level 4
End of Key Stage 3 aged 14 levels 3 to 7 majority at level 5 or 6

The following figures for Key Stage 3 may be useful. Across England at the end of July 2001, when data began to be collected for the end of key stage 3, music teacher assessments gave the following averages (to one decimal place):

63.5% level 5 or higher
25.0% level 6 or higher
6.5% level 7 or higher
1.0% level 8 or higher
0.0% 'Exceptional performance'

Since it is not clear how the level for a pupil is arrived at by individual teachers, and bearing in mind that there is little or no moderation of these assessments, the figures are of little worth.

In general the official end of key stage statements are difficult to use in a way that would allow different teachers to come to the same conclusion about the work of the same individual - so a 'best fit' approach is necessary at the end of the key stage and a system offering greater clarity within the key stage.

Assessment in Music should be seen as an ongoing part of the teaching process, necessary in order to:

· monitor the acquisition of skills, knowledge and understanding
· interact effectively with the child in the learning situation
· match activities to the abilities and needs of the students
· provide for progression in the longer term

Assessment should:

· inform further planning
· set attainable goals
· involve self-assessment
· encourage students to improve and extend their musical capabilities
· relate to criteria
· give clear guidance about what a student needs to do to improve
· illustrate the effectiveness of teaching and highlight areas for greater emphasis
· inform parents, teachers, governors and others who need to know about progress and achievement

Strategies:

· assess process
· assess product
· use a wide range of tasks
· uses 'can do' statements
· compare 'intended' with 'actual' outcomes
· self-assessment
· teacher observation
· teacher evaluation
· listening, discussing and coaching during work in progress
· listening to pupils own discussions as work is in progress
· make opportunities to perform and discuss work in progress
· make opportunities to perform and discuss completed work

Managing 'routine' assessments

If lessons have been planned with a careful regard to precise learning objectives in terms of skills in particular (but also including knowledge and understanding) then it makes sense for any assessments that are made to be based on these objectives. Clearly it does not make sense to teach one thing and assess another. (Please refer to 'can do statements' in Planning for Progression)

Some schools find that a 'log book' approach is helpful in noting the progress of individuals over a period of time. The following layout (a Microsoft Publisher file) is offered as a possible solution. Use one set of sheets per child and make brief notes during the year to build up a picture of the musical progression of the child over time. This system needs to be used regularly if it is to be effective and some teachers find insufficient time can be created to make this work.

Assessment log 1.22 MB (Microsoft Publisher)

A 'tick the box' approach can be useful when learning objectives are clear and can be assessed as either 'achieved' or 'working towards'. (Please refer to 'can do statements' in Planning for Progression)

The following type of statements based on a four-point assessment scale might be more useful for others

Examplar of a grid of assessment statements