WK5 Reflection: What's Up Docs? Assessing with Google

After finishing this week's reading/listening assignment, I have decided to focus on two strategies to help with an upcoming challenge. The nine elementary schools in my district were closed and three super schools were built in their place. Three schools were combined into each super school. My new position will involve traveling to all three of the super schools to teach general music. The challenge I am facing involves balancing effective assessment of students while only spending 1-2 days at each school. According to the Bauer, assessment not only provides what students have learned but it also reveals specific adjustments that can be applied to teaching/learning strategies for the educator (2014). Basically, I will be starting from "scratch," by starting over with new students, facilities and faculty. So, it is my goal this year, to find some form of assessment that will be quick, easy to document and effective for student learning. This week I will be reflecting on strategies using technology to assess a large amount of students on a tight schedule. 

According to the text, class sizes for music teachers are frequently large. Big classes, such as general music, chorus and band, prove to be difficult when trying to assess effectively (Bauer, 2014).  In particular, I have found it almost impossible to not use technology for documentation. With Google, I can create almost anything such as word documents, spreadsheets, slide shows and then find it online anywhere I am. In the text, Bauer describes the benefits of using word processing software and especially notes the extreme value of Google Docs (2014).  Google Docs is highly useful tool in the teaching world, especially when creating tests, flyers, permission slips, etc. Being a Google fan, it inspired an assessment strategy that might start off the year successfully.  Prior to the meeting, I had not used Forms, however, after investigating I am very interested. Using tablets or the computer lab, I can create a "Get to Know You" Pre-test using the Assessment option in Google Forms. The pre-test would assess the initial musical background in order to modify and improve my current curriculum. By acquiring these results, I can determine the various levels of musical knowledge of my new students. Also, by administering these tests electronically and having immediate documentation, I can save time for other new areas of need. 

Google Forms - Assessment

The text also mentions another beneficial assessment tool, the portfolio (Bauer, 2014). Portfolio-based assessment provides a real timeline collection of student development. Students will be able to save and share their work online as well as discover and collect musical things that interest them. Portfolios have the ability to show the development of student learning over a period of time. With large classes, having any sort evidence or the time can seem impossible but with a portfolio, the proof is already available. All Google products such as Docs, Forms and Sheets automatically save onto the drive. Students would be able to collect and organize in their Google Drive. I am aware of Google Classroom and how it might surpass everything I have reflected on, however, my elementary schools do not have access to it yet (hopefully soon though).  

When this school year begins in a few weeks, I feel a little more confident especially when strategizing like this. While I am partial to the Google applications I already use, I am excited to explore Forms more in depth and also use Google applications in new ways. There are many other tools that are effective not only for assessment but time management. However, I needed to reflect on what will aid the success of my new adventure and beyond. 

References

Bauer, W. I. (2014). A conceptual framework for technology - Assisted music learning. In Music learning today: Digital pedagogy for creating, performing, and responding to music (pp. 16-17). New York, NY: Oxford University Press.