Examining Progress across Time with Practical Assessments in Ensemble Settings

Abstract

This article provides the rationale for effective music assessment that tracks individual progress across time and offers examples to illustrate assessment of a range of music-learning goals. Gauging progress across time helps students become more mastery-oriented, while showing more effort and positive attitudes. As instruction and assessment become more focused on individual students, practices such as private lessons within the group setting and individual performance assessment emerge. Examples based on current strategies used by practicing teachers illustrate these practices.