Developing Authentic Assessment Methods from a Multiple Intelligences Perspective.

Abstract

A study,was designed to assist elementary music teachers to create and/or improve methods of assessment for fifth-grade beginning band students. It was conducted from August to December 2002 and included 13 volunteer participants from a rapidly growing student population at an Illinois elementary school. As part of the research process, surveys, reflection logs, and anecdotal records were used to document the extent of the problem and the possible influence of the intervention. Both at the state and national levels, music teachers have increased their focus on assessing student performance, because of the current emphasis on standards. Developing assessment methods can be a challenge for music teachers, so new assessment methods that enabled teachers to use multiple intelligences and authentic procedures were explored. According to A. C. Brualdi (1998) and many other professionals in the field, teachers can integrate performance-based assessments into the instructional process to provide additional learning experiences forthe students. Considering this', the researchers implemented two solution strategies: (1) incorporating the multiple intelligences perspective into classroom instruction (student portfolios, student section leaders, composition project, and use of videotapes); and (2) including a formal grading system with authentic assessments. While most solution strategies were successful in monitoring student achievement, some methods succumbed to the obstacles of time constraints, class size, and various levels of student experience. Appendixes contain: parent and student surveys, teacher reflection, two log forms, anecdotal records, composition rubric, performance critique sheet, teacher checklist, and grade report. (Contains 2 figures, 2 tables, and 28 references.) (Author/BT) Reproductions supplied by EDRS are the best that can be made from the original document. DEVELOPING AUTHENTIC ASSESSMENT METHODS FROM A MULTIPLE INTELLIGENCES PERSPECTIVE

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