Assessment Commentary
The student material that I assessed was recorded through video (as seen on the previous page) and compared with the students’ in-class verbal responses and attitudes towards the activity at the time. Through these, I was able to determine who had more skills at the start of the series of lessons, who started with less, and how much certain people improved over the course of the lessons. For this series of lessons, there were no written assessments. Since it was solely extracurricular, there were no formative grades attached to their performance, however I informally assessed the students and gave them chances to evaluate themselves. My expectations by the end were that everyone would be comfortable improvising over basic blues chord changes. I helped bridge the gap between rehearsals by reviewing material from the previous session.
The student material that I assessed was recorded through video (as seen on the previous page) and compared with the students’ in-class verbal responses and attitudes towards the activity at the time. Through these, I was able to determine who had more skills at the start of the series of lessons, who started with less, and how much certain people improved over the course of the lessons. For this series of lessons, there were no written assessments. Since it was solely extracurricular, there were no formative grades attached to their performance, however I informally assessed the students and gave them chances to evaluate themselves. My expectations by the end were that everyone would be comfortable improvising over basic blues chord changes. I helped bridge the gap between rehearsals by reviewing material from the previous session.