administration Assessment and Accountability in


Our Music Programs Steve Michaels, WMEA State Chair, Administration


While the No Child Left Behind Act (NCLB) legislation has created a series of challenges that have proven to make some educators jus- tifiably upset, there has been some good that has come about


because of it. First, accountability to our stakeholders is something we should embrace whether or not it is mandated. The public understands the concept of measuring progress and using assessments to determine whether learning has taken place. (It should be noted that I have res- ervations over how Wisconsin Knowledge Concepts Examination (WKCE) scores are sometimes reported out and that such scores are only one piece of student evaluation). Second, this legislation calls for accountability for ALL students. This legislation holds us accountable for ensur- ing that every child (including those with disabilities, children of poverty, minori- ties, etc.) makes gains. Whether or not this legislation is well received, accountability in education is here to stay.


Do we, as music educators, because we are not tested by the state, have similar assessments that demonstrate student growth? Of course performances, the use of WSMA rubrics, music checks and worksheets/written tests are common to


most programs. However, do we have a vehicle that is student specific, follows the child through his or her career in our program, and has clearly identified skills and concepts? I suspect there are many assessments used in our state, but I’d like to share the one used by band and orchestra directors in the School District of La Crosse.


Years ago, when pressed to identify what students learned in a year of instruction in instrumental music, principals could speak with confidence about quality performanc- es and high rates of participation. Beyond that, however, there wasn’t a common assessment in place for our instrumental students. The Developmental Performance Record was created nearly 20 years ago to address this question. Since its imple- mentation, it has undergone a series of revisions and will be placed online (next to WKCE scores in student records!). There are separate forms for winds, percussion and strings, and the vocal model is being revisited this year.


This record is a double-sided page with six developmental levels: beginner, ad- vanced beginner, intermediate, proficient, advanced and mastery. Under each level is a list of skills and concepts that are to be checked off and dated by teachers. One of the real advantages of this system is that it’s set up based on developmental levels instead of grade levels. This allows


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“…accountability to our stakeholders is something


we should embrace whether or not it is mandated.”


the teacher to customize instruction for individual students realizing that some students who join band late will not be at the same level as their grade level peers. Additionally, this recognizes that younger musicians can be performing and understanding at much higher levels than their peers.


This assessment has been a highly effec- tive tool for communication with students, parents, teachers and administration. Part of the reason for its effectiveness is that it’s a genuine assessment of what the students know and are able to do without taking other factors into consideration (behavior, attendance, responsibility, etc.). Students are able to glance at this sheet, know what the next step is for them in or- der to advance and gain an accurate depic- tion of their strengths and weaknesses. For many students, this has proven to be very motivational. This sheet provides very clear talking points during parent-teacher conferences. Because it is so individual- ized, parents are able to understand what their child needs to do in order to make progress and know that their child is being pushed at his or her appropriate level regardless of grade. These forms have been tremendous in improving the dialogue between elementary and middle school teachers as well as between middle school and high school teachers. Because the grades are natural places of attrition,


September 2010


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