Name: Kevin Bekevich

Practicum: PS3

University Consultant: Sterling Paiha

Final PIP Report

INQUIRY QUESTION:
Does formative assessment of Pop/Rock performances in the modern music classroom
benefit students?
OVERVIEW:

I integrated many formative assessment strategies in the modern music classroom

throughout my PS3 practicum. These assessments help guide the content I teach, musical issues
that need addressing, deciding what instrument each student will play, repertoire (song
selection), the overall tone of the classroom and much more. By offering group and individual
formative assessments, I can address specific musical issues and set expectations for the class to
succeed in the course. Since every student’s musical development is unique, I believe formative
assessment is fundamental to their musical growth. This can also address modified learning.
There are some modern music educators that use a hands-off approach (ie. Lucy Green’s
“Informal Learning” Theory), but through my experiences in PS1/PS2/PS3, a hands-on approach
is proving to be effective. Giving students structured choices and freedom for creativity can help
motivate students. Without a pedagogical purpose, too much freedom without direction can
prove to be counterproductive. Without solid formative assessments that respond to students’
individual needs, students may not be effectively taught the musical tools to succeed.

STRATEGIES:
Some formative assessment strategies I use include Individual, Group, Mock Exam, and
Questionnaire Formative Assessments. Some topics my formative assessments may include
Technique, Music Theory, Repertoire, and Sight-Reading. Other considerations may be Playing
Accurate Notes, Fingering, Tone Quality, Tempo and Playing Position. The criteria changes
depending on the content and the students’ ability level (through formative assessment).

Individual Formative Assessment: Since every student has specific needs and issues when
learning an instrument in a modern music setting, individual formative assessment can
effectively meet this need. I taught a grade 6 student who couldn't achieve a clear sound on
guitar. By formatively assessing the student's individual needs I verbally diagnosed that the
student needed to re-position their left-hand thumb and squeeze tighter. I also modelled the hand
position on my guitar. Thanks to individual formative assessment, the student is now able to play
clearly.
Small Group Formative Assessment: Small Group Formative Assessments help address a
group of students in class who all have similar musical issues while playing their instrument.
This can efficiently resolve many issues all at once, unlike Individual Formative Assessment. In
Guitar 6 I had a group of students who struggled with the rhythm for "What I Like About You"
by The Romantics. I directed specific instructions to this small group by slowing down and
repeating the rhythm using the “I play then you play” approach and verbally explaining the
rhythm of the chord changes. Through small group formative assessment, the students were able
to execute the correct rhythm and can now play the song correctly.

Mock Exam: When necessary, I conduct a mock exam to formatively assess students with
verbal feedback and modelling. Before Guitar 6 had a performance exam on a Wednesday to
play three songs, I conducted a mock exam on Monday to give specific feedback to students.
This can result in individual, small group or full class feedback. Each student had a different
musical issue. One student would collapse her fingers on her left hand instead of maintaining a
strong left-hand position. Another student struggled with right hand strumming. Through a mock
exam formative assessment, I could diagnose individual issues. By having a mock exam,
formative assessment helped students’ play all three songs correctly.
Questionnaire Exit Slip: Using questionnaire exit slips can help me formatively assess my
students. by collecting useful musical information. In Rock/Pop 7 class we started off the
semester by having a questionnaire exit slip. The answers to these questions helped me
understand their previous musical experience, musical interests, preference of instrument and
future goals. By formatively assessing these exit slips, I can create more engaging lessons that
appeal to their experience level and interests.
In-class Question and Answer: Asking general questions to the entire class helps me
formatively assess students' answers and engage the students in discussion. In Guitar 8, after
learning a section of "Estudio" classical guitar piece, I ask students to put up their hand if they
are able to play the section. By formatively assessing their answers (and performances) I can
fairly decide on the PACING of the lesson. If most students are struggling, I will slow down the
section as a class or work with specific students. If 80% of students, or over, can play the section,
we will move on to the next section of music.
INSIGHTS:

Throughout the semester, I make daily formative assessments in all my classes. I may be
assessing one student, a group, preparing students for an upcoming exam/concert or making an
exit slip questionnaire to formatively assess learning. I commonly adjust my lessons to focus on
areas of difficulty. Through formative assessment I decide when students are ready to learn new
material and when to review. Since music isn’t a “one-size fits all” artform, each student has
individual struggles that other students may not have. By making comments and modelling the
music, I can address specific issues to individual students. I often announce individual comments
to the entire class because other students can benefit from the information. By having music class
5 days a week, I can properly engrain and drill the fundamentals of guitar. Through formative
assessment, I can tailor my lessons to meet the needs of most of my students and create modified
learning opportunities for those that require it.
SUMMARY:

In Summary, formative assessment is fundamental to the success of a middle school

modern music program. It takes careful planning and deep consideration for accurate formative
assessments to exist in the classroom. Formative assessment helps guide students toward
success!
Professional Inquiry Project
By: Kevin D. Bekevich

 Professional Inquiry Project

Q:
Does formative
assessment of Pop/Rock
performances in the
modern music classroom
benefit students?

???
 Lucy Green
Informal Learning Theory
Formative Assessment Affects:
Content I teach
Specific musical issues that need
addressing
Select instruments for each student
Repertoire (song selection)
Overall tone and atmosphere of the
classroom
Much more...
 Individual Assessment
Small Group Assessment
Mock Exams
Questionnaire Exit Slip
In-class Question & Answer
Influences:
Direct Instruction
Differentiated Instruction
Individual
Assessment Every student has specific needs and
issues when learning an instrument in
a modern music setting. For example,
I had a grade 6 student who couldn't
achieve a clear sound on guitar. By
formatively assessing the student's
individual needs I diagnosed that the
student needed to re-position their
left hand thumb and squeeze tighter.
Thanks to formative assessment, the
student is now able to play clearly.
 Small Group Formative Assessments help
address a group of students in class who
all have similar musical issues while
playing their instrument. This can
Small efficiently resolve many issues.
For example, in Guitar 6 I had a group of
Group students who struggled with the rhythm
for "What I Like About You" by The
Assessment Romantics. I directed specific instruction
to this small group by slowing down the
rhythm. Through small group formative
assessment, the students are now able to
play the song with the correct rhythm.
 MOCK EXAMS
When necessary, I conduct a mock exam to
formatively assess students with verbal feedback and
modelling. For example, before Guitar 6 had a
performance exam on Wednesday to play three songs,
I conducted a mock exam on Monday to give specific
feedback to students. This can turn into individual,
small group or full class feedback. Each student had a
different musical issue. One student would collapse her
fingers on her left hand instead of maintaining a strong
left hand position. Another student struggled with right
hand strumming. Through a mock exam formative
assessment, I could diagnose individual issues. These
students can now play all three songs properly.
Questionnaire Exit Slips
Using questionnaire exit slips can
help me formatively assess my
students. by collecting useful
musical information. For example, in
Rock/Pop 7 class we started off the
semester by having a questionnaire
exit slip. The answers to these
questions helped me understand
their previous musical experience,
musical interests and goals. By
formatively assessing these exit
slips, I can create more engaging
lessons that appeals to their
experience level and interests.
 In-Class
Question & Answer
Asking general questions to
the entire class helps me
formatively assess students'
answers. For example, in Guitar
8, after learning a section of
"Estudio" classical guitar I ask
students to put up their hand if
they are able to play the
section. By formatively
assessing their answers (and
performances) I can fairly
decide on the PACING of the
lesson.
A:
Formative
Assessment
is essential
to the music
classoom.
In Conclusion
By experimenting with formative assessment
strategies in the modern music classroom, I have
learnt that formative assessment can take many
forms and has a multitude of benefits. Although a
hands-off approach seems positive in theory,
formative assessment and teacher lead learning has
proven to be effective in my experiences in a
modern music classroom. This professional Inquiry
Project has been encouraging for me to continue to
explore formative assessment strategies and other
pedagogical methods.

Get creative. Work hard. Play music.

Thanks for listening!