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From Chaos to Confidence: Formative Assessment in Band

As a band director, I know firsthand how difficult it can be to give meaningful feedback in the middle of a full rehearsal. With 30 or more instruments playing at once, identifying and correcting every student’s challenges is nearly impossible. Too often, assessment in music education happens at the end of the rehearsal cycle—through chair tests, concerts, or contests. By then, it’s too late for students to make meaningful changes.

This presentation is designed for band directors, administrators, and music educators who are seeking ways to integrate formative assessment into daily rehearsal. By exploring tools like Edpuzzle, MakeMusic, and TonalEnergy, I share how technology can transform the way we teach, learn, and evaluate progress in instrumental music.

Podcast Transcript

The Problem

  • Assessment is often director-centered: one teacher listening, correcting, and diagnosing while the rest of the ensemble waits.

  • Feedback is delayed until the end of a cycle, which limits opportunities for growth.

  • Administrators often struggle to see measurable evidence of musical learning, making it harder to advocate for resources and support.

The Solutions

Edpuzzle

  • Turns theory and literacy instruction into interactive video lessons with embedded questions.

  • Automatically grades student responses, providing immediate feedback and concrete data.

  • Reinforces literacy skills, provides sub plans, and supports Student Learning Objectives (SLOs).

SmartMusic/MakeMusic

  • Assigns scales, repertoire, and UIL literature directly to students.

  • Provides immediate feedback on pitch, rhythm, and accuracy.

  • Logs student practice data and progress, giving parents and administrators visible evidence of growth.

TonalEnergy (Innovation Plan)

  • Paired with iPads, gives every student instant visual and auditory feedback on pitch and tone.

  • Builds independence, confidence, and stronger listening skills.

  • Ensures equity—every student, every day, has access to the same high-quality feedback tool.

Impact

  • Students: gain independence, self-confidence, and ownership of their growth.

  • Directors: save rehearsal time and focus on artistry rather than only mechanics.

  • Parents: see clear data and hear evidence of progress.

  • Administrators: gain measurable outcomes that support advocacy for music education.

Conclusion

Formative assessment isn’t just for math or reading—it’s essential in music, too. By blending traditional rehearsal practices with digital tools like Edpuzzle, MakeMusic, and TonalEnergy, we can transform rehearsals into spaces of constant growth.

Students don’t just play notes—they become reflective, independent musicians who are prepared not only for contests, but for a lifetime of music-making.

                                                             References
 

Edpuzzle, Inc. (2025). Edpuzzle [Web application]. https://edpuzzle.com
 

Fick, J., & Bulgren, C. (2022). Developing 21st-century musicianship: Tablet-based music production in the general music classroom. Journal of General Music Education, 35(2), 4–12. https://doi.org/10.1177/10570837211045621
 

Killian, L. (2019). Integrating music technology in the classroom: Increasing customization for every student. https://static1.squarespace.com/static/51d98be2e4b05a25fc200cbc/t/5e2b3d153321e8518ae4bb20/1579891991313/Kilian.UPDATED.FINAL+DOC.pdf
 

MakeMusic, Inc. (2024). MakeMusic (Version 2.1) [Computer software]. https://www.makemusic.com/
 

Maugars, C. (2007). Formative assessment in music education. Visions of Research in Music Education, 9. https://digitalcommons.lib.uconn.edu/vrme/vol9/iss1/8
 

Palazón, J., & Giráldez, A. (2018). QR codes for instrumental performance in the music classroom. International Journal of Music Education, 36(3), 447–459. https://doi.org/10.1177/0255761417741529
 

University Interscholastic League. (2025). Band concert evaluation rubric. https://www.uiltexas.org/files/music/Band_Concert_Evaluation_Rubric.pdf

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