With instructor(s) Audrey Mullen
From PS 21, Queens
Grade Level Elementary (K-5)
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Synopsis
I want my students to perform a Level 1, NYSSMA solo (state adjudicated performances) upon completion of our instrumental program. Students focused on solo performance criteria such as “scales” that can be taught and assessed (peer or self) with the use of a checklist or rubric. In the end, student performance of scales improved significantly, and we adapted this strategy to address the other aspects of their solo performance.
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Inquiry
Does peer feedback improve students’ achievement in instrumental solo performance?
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Strategy
Self and peer assessment with checklists.
Synopsis
Scale Performance: Peer & Self Assessment
Synopsis |
Scale Performance: Peer & Self Assessment
Action Plan
Scale Performance: Peer & Self Assessment
Action Plan |
Scale Performance: Peer & Self Assessment
Process Video
Scale Performance: Peer & Self Assessment
Process Video |
Scale Performance: Peer & Self Assessment
How To’s & Tips
Scale Performance: Peer & Self Assessment
How To’s & Tips |
Scale Performance: Peer & Self Assessment
Reflection
Scale Performance: Peer & Self Assessment
Reflection |
Scale Performance: Peer & Self Assessment
Checklists
Scale Performance: Peer & Self Assessment
Checklists |
Scale Performance: Peer & Self Assessment
Rubrics
Scale Performance: Peer & Self Assessment
Rubrics |
Scale Performance: Peer & Self Assessment
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