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KAT2, Assessment for Student Learning, Task 1 KAT2, Assessment for Student Learning, Ta

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KAT2, Assessment for Student Learning, Task 1 KAT2, Assessment for Student Learning, Task 1 Introduction The objective based section of my assessment includes a quiz on fingerings of a flute scal ... e. There is only one correct answer for each note. The performance based section of the assessment is the performance of the actual scale. This will be graded on a rubric of my design and will include items not assessed by the objective based section such as tone quality and air support, note length and even pulse and correct rhythms. Objective Based Section Identification The objective measured in the objective-based section of my assessment is â€œread music notation using appropriate cognitive and kinesthetic responses such as silent fingering.â€ This objective requires the students be well informed on the correct fingerings for different notes on their instrument and how they correlate to lines and spaces on the music staff. In order to read music notation the student must be able to identify what letter name the note is, then recall the correct buttons to push on their instrument. There is only one correct configuration of buttons for each note on the staff. Objective Based Section Analysis I have a total of eight flute players. I gave each one a fingering quiz. As mentioned earlier, there is only one correct fingering for each note on their instrument. Since we had learned only five notes previously, the quiz contained only five notes. The flute players were given a diagram of their instrument and a note on th. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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