"Assessment for Music Learning" Analysis

Bauer, W. I. (2014). Assessment for music learning. In, Music learning today: Digital pedagogy for creating, performing, and responding to music (pp. 130-150). New York: Oxford University Press.

Assessment is necessary for teachers to plan lessons, and measure student's progress in learning concepts. According to the chapter, the assessment must be geared towards the desired learning outcomes in order to be valid. If an assessment is valid and consistent, or reliable, it helps the student in the learning process. The article defines formative assessment as including formal and informal methods of assessment to help give feedback to the teacher in the students progress. Summative assessments are usually the final project or goal to let the teacher know if the students are ready to move on to a more challenging concept or goal. Formal and informal can be more one on one with students or with small groups in class to gauge progress. Summative assessments can be a large group project or performance that showcases the students newly acquired skills and development. 

One example provided in the chapter of implementing technology into the classroom is using "clickers" so students can answer questions in multiple choice form in class electronically. Google Docs can be used for formal assessment and teachers can collaborate on the document though that medium. 

- Goal 1: Create a multi-section musical work that demonstrates attention to unity/variety and tension/release and explain individual process and artistic intent. 
For this goal, I would assess by using a music software that teaches specific musical concepts and assess how students implement that into their work. I think an activity with this goal can be done in a class setting and also an individual project depending on the class grade level and experience. For individual projects it can be done through online submissions. 
- Goal 2: Analyze and describe key musical features in Kendrick Lamar's "DNA" and describe interpreted artistic intent. 
This can be done through informal assessment in class by asking students analytical questions, or formally through individual or small group class presentations.