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For my music classroom I would consider using EarMaster software program. EarMaster is a training tool for students at varying levels (beginning to advanced) of knowledge and experience. The software program includes exercises for sight-singing, ear training, and rhythm. The exercises are designed with the goal to offer a comprehensive and progressive set of exercises. I would use this program to assess student's fluency in sight-singing and aural theory vocabulary.
www.fullcompass.com/prod/256897-eMedia-Music-Corporation-EasrMaster-6-Teacher

Another assessment too I may use is Real Guitar Free. Real Guitar is a simulator app featuring electric and acoustic guitar sounds recorded with live guitars. Students may learn how to play the guitar with chords and tabs. The app has dozens of useful options and playing modes and is a perfect fit for both beginners and mastered guitarists. For this software program, I would employ it to test student's ability to read chord symbols and comprehension in tonal progression.

https://play.google.com/store/apps/details?id=com.gismart.guitar&hl=en

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In my future music classroom I definitely can see me using https://www.noteflight.com/ with my students. I could use it to create musical examples for identification quizzes and give them opportunities to express their understanding of musical notes and terms.

One other tool I could see myself using is smartmusic found at https://www.smartmusic.com/ . This software can be used as a tool for students to play along with pieces, record their performances of a piece, and many other things. This could be used to observe the student's understanding of the piece and allow for feedback. This can be very beneficial because most of the time in a music classroom, students are participating in a large group. This will allow for individualized attention and feedback for each student.

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I remember during my time as a music student in the K-12 system, I was inspired by opportunities we had as a band to meet composers in person and also talk to them on video chats. Finding ways to connect with the composers of the music being played can help connect students to the piece, give them ideas about their own interpretations of the piece, and allows a unique way to assess the students. Following a video chat, the students will be asked questions about what they took away from the experience. What is something they learned? How has their view of the piece changed? How can this piece connect to the students' outside lives? What is something the composer said that inspired the students? How will students play the piece differently? In music ensembles, there isn't a lot of time for written assessment so finding any opportunity to do so will be beneficial to the teacher and the students.

http://www.nafme.org/using-technology-tools-assessment-ensemble-setting/

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One of my favorite tools to use in the classroom is the website/app called Neared. Neared is wonderful for schools that require students to have iPads. It is essentially a powerpoint presentation that they see on their own screen, but it can do so much more than that. There are "field trips" where you can show students panoramic pictures and it is as if the students are there looking at the scene. It has multiple ways of assessing students quizzing, open ended questions, polls, and a number of other activities. The one of the best parts is that it shows the students instant feedback and you can watch who is participating and who is not.

www.nearpod.com

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Within the art room I have seen VoiceThread being a valuable tool in responding to art. Having students respond to a piece of art through a series of prompts or questions can be a helpful way to conduct formative assessment, and it can also serve as authentic assessment as teachers and students are engaged in a real-world process (art critique). The responses students are able to give on VoiceThread are also varying from voice audio and text. One feature that I really appreciate in VoiceThread is the ability to mark specific areas of the text with a marker/pen tool. This is especially helpful if students are having trouble describing what they are referring to. I think the multiple modes of responding and the added visual component of VoiceThread make it a staple in many classrooms.

Another resource that will be valuable is the (electronic) portfolio. In the the textbook, we were able to read about how (ownership and feedback) portfolio assessments give students increasing awareness and involvement in their own (art)work. It has it's self-assessment properties that are inherent and it allows teachers to see the students progress in the course. Students can also provide rationales or reasonings why they thought they did particularly well in a piece of art and what was successful about it. Portfolios can serve both formative and summative assessment purposes which adds to its flexibility. It can also be created through different platforms (not just a e-portfolio specific website, but through Google docs or a shared class website like Edmodo). I think in my future practice, I would encourage students to include art work that they think needed work or that they weren't particularly proud of. Portfolios tend to emphasize the best areas of a students work, but I think since there is a lot of reflecting involved in portfolio work, students can also provide reasonings and evaluate work they're not proud of as well.

https://voicethread.com/

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As an art educator, I would like to use EDpuzzle as an assessment tool in art classroom. I would use this tool to add many questions and notes in the videos I want to approach for my lessons. And assess how students answer these questions, how they struggle with particular question, and how they understand the content. At the end of the lesson, my rubric could build upon the scores they get on EDpuzzle. Based on the rubric and score they get, students could also access to the feedback and answers review online. In this case, I can constantly collect the data of students learning and help them to better meet their needs.

https://edpuzzle.com/

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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As a theatre teacher I can see myself utilizing Kahoot https://getkahoot.com/ as a way to help students learn new terminology, like stage directions, In a fun and interactive way. I like that kahoot feels more like a game than a quiz and the answers are somewhat anonymous, in that the kids can't see what other kids are answering.

I also think VideoAnt  (https://ant.umn.edu/ants/new) could be useful for students to do some critique of their own acting. I plan to do a lot of videotaping of students at various stages of the rehearsal process so that they can see themselves from another perspective and VideoAnt offers a way to insert comments on a video, much like the Director's commentary that might be an extra on a DVD.

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Recently I attended an agriculture education conference and learned about Kahoot and Quizlet Live. Kahoot allows students to work on their own while Quizlet Live has the students in groups. Both programs are games that have students competing against each other. I would use either program depending on if I wanted students to work in groups or not.

Both programs would allow me to see what percent of students are getting questions wrong related to vocabulary or animal identification. I would also be able to see how quickly groups are responding and if their responses are correct. This can also be used for training FFA (Future Farmers of America) teams for competition.

https://quizlet.com/features/live
https://getkahoot.com/

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In the past I had used the app socrative and quizlet, but after looking at pear deck I think this would be the best one for the visual arts classroom. I think pear deck is really intuitive for the teacher and students, and it offers the most interaction options (having a drawing option only makes sense). I think the audio/visuals are important for students with limited reading or written language skills. It could also be a way to use smart phones (a reality of many classrooms) in a positive way. I think pear deck would be most successful if it is part of the routine. It could be one way to insure that explicit formative assessment is happening on a regular basis.

https://www.peardeck.com

I would also utilize portfolios and student interest inventories on google docs or other electronic portfolio platforms. An interest inventory could gauge previous knowledge and exposure to art techniques and processes or art movements/styles. It would give me a sense of their visual arts literacy. The type of portfolio I am most interested in for a visual arts classroom is the student ownership model. Students are trusted ad expected to reflect on the strengths and weaknesses of their artwork, why they picked the pieces they did. This could be what they want to be assessed on-I think this element of choice is important. I can see it being especially useful for students to curate their warm-up, sponges, or smaller activities. It's important to be explicit about the goal and purpose of this type of portfolio. I also think a portfolio could be both a formative and summative assessment.

Electronic portfolio:
http://eduscapes.com/tap/topic82.htm

Google docs: https://www.google.com/docs/about/

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Two of the technology resources to use in the art classroom are Edmodo and Kahoot. With Edmodo, you can post articles, images, video clips and quizzes. The students are able to post and share with their classmates. It also gives students an opportunity to reply to posts of other students. In an art classroom, it is great for sharing media or graphic arts projects, as well as photography. It is a way to control a classroom and share assignments, similar to moodle, but it is easier to navigate. It can also be an easy way to connect with parents. Each assignment can be tailored to Edmodo and can be used for different forms of assessments.
https://www.edmodo.com/
Kahoot is a great way to keep students engaged while reviewing terms, artists, artwork and art movements. Competition can be a great motivator for students. If phones are used as a means of playing the game, I found that putting students into teams helps if there are students without a smart phone or a phone at all. It's a great, quick way to assess understanding of the whole class, while students remain anonymous if you choose to do it that way. I've also seen that it gets some of the quieter students more involved since there is not the pressure of raising hands or speaking in front of the class. Great for informal and formative assessment.
https://getkahoot.com/

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In my introductory chemistry course I use vocabulary walls as well as quizzes on the first and last day of each unit to make sure students understand the material and to see where students are beginning the course. The vocabulary word wall allows for team and individual understanding of the words. Students will match the words with the meaning on a wall. Seeing the words at all times will allow for continual encoding of the information. In addition to this, I use an online vocabulary website for external information . Specifically quizlet. With quizlet I either get students to make their own flashcards at home and then go through the vocabulary as homework. In addition, I will make some quizlet study packs so that the students can
https://quizlet.com/

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What's really interesting as a music educator is that we are constantly doing formative assessments. By the time we give a downbeat to start our rehearsal, we can immediately start assessing by using our senses. Through our ears, we can hear if a students are in tune or not in tune, if students are playing an incorrect note, if students are playing correct rhythms, or if students are playing the right style and much, much more. With our eyes, we can survey posture, technique, embouchure for winds, and we can assess all of that to ensure proper music playing.

While rehearsing is nice and allows us to assess their musical playing and comprehension, how do we help them understand the content of the material in which they are learning?

There are many tools out there for assessment, but I think using 3x5 notecards are very effective and are extremely versatile to fit any situation. One prime use of this strategy is to have students answer an open-ended question about the content of the music. (i.e. What emotions does Bach emphasis in A-B of the music? Why do you think this?). And the range of responses will vary but it's an assessment tool to gauge what students understand of the material. And having them be notecards is critical due to its size and collectability. It will control students who like to write novels and you can acquire them at the end of the day as sort of an exit ticket. They can be self-assessment based, they can do a lot of things to fit the form of the class.

I have had experiences with quiz based games to further emphasize informal formative assessments in more of  vocabulary based setting. There are many out there like Peardeck, Quizlet Live, or Kahoot.  It's great motivation for students to learn the content specific vocabulary and it takes them out of setting they might grow sick of and need a change of pace.

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https://voicethread.com/

Because a majority of texts are usually images in a visual arts classroom, I fins voice thread to be a useful tool in having discussion in a virtual space that many young people are now more comfortable with. The students have a variety of tools to use to aid them in talking about art and for me to understand their views and what they are thinking.  This tool also helps students who are too shy to speak up to become a part of the discussion.

https://getkahoot.com/

Kahoot is a tool that I have become very interested in lately and hope to incorporate as either a warm up, an end of unit assessment, or as a tool for a final review for a summative assessment. One thing I did notice for the way Kahoot works is that users could choose to use made up usernames. To ensure that I know who is who, I might have students choose a username that they must use every time in order to ensure that I know who needs more help in understanding the content.

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Choir directors are constantly using group formative assessment as they listen to the sound of the group to further develop the ensembles sound throughout the rehearsal process.  On an individual level though I find it nice to check in with students as their voices develop and as they hone their singing technique.  An easy way to accomplish this type of individual formative assessment would be with a program called Smart Music.  With Smart Music students can record themselves singing and a link is sent directly to me.  This way I'm not taking away from class time, but I'm also  getting an individual check in of the students progress.

https://www.smartmusic.com/

For the academic aspect of music I would also encourage the use of exit slips with my students.  Maybe once I week I would have half sheets of paper printed out with questions regarding what we learned the class that week.  This way I can see if students are grasping music theory, history, and language that I'm incorporating into everyday lessons. This way I'm not waiting until the end of a trimester to learn that the information I'm trying to relay isn't connecting with students in the way I hoped it would.

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There are two tools that I have been currently using to assess literacy in my content area. The technological tools are gonoodle, and kahoot.

GONOODLE
Gonoodle is a great resource that is comprised of physically active videos and activities for students. this website is designed and utilized as way to get kids moving and also target the physical skills that an instructor would like their students to build upon or hone. I use gonoodle as a way of informally assessing students ability to relate the physical activities we have been working on in class to the themes that we find in gonoodle videos. After participating in a gonoodle video, we will discuss the central themes of the video and compare and contrast those themes to the content that we have been learning in class. Gonoodle is a wonderful, interactive tool that helps students with engagement, and physical awareness.

https://www.gonoodle.com/

KAHOOT

Kahoot has been revolutionary, in the sense that it has proven to be the number one incentive for students to take quizzes and tests that I have ever seen.  I am able to formally assess students' comprehension through friendly competition, and aesthetically approachable  quiz and test formatting.  Through kahoot, I have been able to incorporate different elements through visual, auditory, and written   forms. Kahoot illustrates the visual qualities that students find in the games on their electronic devices, further emphasizing the element of fun that they find in everyday games.

https://getkahoot.com/

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As a music educator I will be continuously assessing my students because every time they play music I have the opportunity to listen and assess a variety of musical elements in their playing. That being said, assessment in the music classroom is very different than assessment in a math or english class. However, formative and summative assessment are still just as important and there are a variety of formative assessment strategies that I will consider using in my future classroom.

The two main formative assessment strategies that I will use in my classroom include the use portfolios and 3X5 notecards. I will use 3X5 cards in a similar way that whiteboards were used in the video. They will allow me to hear from every student in my class and they can be turned in at the end of class.

I might also consider using portfolios to track formative assessment throughout the school year. Each student would have a binder where they could reflect and self-assess, keep worksheets and music, keep a journal, etc. Keeping a portfolio would also teach students organization and it would allow me and the students to track their progress throughout the year. Here is an article on developing student portfolios in the music classroom.

https://www.midwestclinic.org/user_files_1/pdfs/clinicianmaterials/2006/frederick_burrack.pdf

The National Association for Music Education's (NAfME) website also has resources regarding assessment in the music classroom and it talks about the importance of assessment and states that "assessment will be most successful when the music education community works together to develop a culture of assessment within the system."

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Concerns

MENC: The National Association for Music Education recognizes that assessment, and the accountability that stems from the public dissemination of the results of assessment, are key components in building quality instructional programs. Indeed, one of the basic tenets of current Federal education legislation is that students, schools, school districts, and state education systems should report on key educational indicators "to better empower parents, educators, administrators, and schools to effectively address the needs of their children and students" (NCLB Sec 6132(1)).

Two major assessment challenges face those who seek to bring quality music programs to American students. First is the challenge of maintaining a balanced curriculum in an environment where dependence on large-scale, high stakes testing of students in a narrow range of programs (reading, math, and science) threatens to limit learning opportunities to those tested subject areas. In this regard, music educators, along with colleagues in most other disciplines and officials at the U.S Department of Education, are broadly of the opinion that testing must be implemented in such a way as to enrich and improve the total school experience, rather than in a way that effectively narrows educational opportunities for young people. Second, music educators face the challenge of using assessment in and of their own programs in order to inform their own teaching as well as benefit the students in their charge.

Music educators have historically used various forms of assessment of their students, reported on students' musical progress to parents, and implemented sophisticated systems for the evaluation of school performing ensembles to establish publicly accessible quality measures in selected aspects of their programs. However, they face unique challenges as they seek to expand their assessment work. For one, music teachers are often responsible for teaching and assessing large numbers of students, such as in ensemble classes or across a weeklong schedule of elementary general music students. Another challenge is that most important assessable work in music classes consists of multimedia products, such as performances and improvisations, which must be recorded and scored individually and in real time. For the sake not only of assessment but also instructional quality, schools should balance large ensemble rehearsals with small group lessons and provide recording devices and other technology to facilitate the collection, management, and scoring of students' music work.

The National Assessment of Educational Progress for 1997 established an approach to assessment for a sample of American schools based on the National Standards for Music. Since that time, a handful of states have created a variety of approaches to large-scale assessment of students' musical achievement. These national and state initiatives have demonstrated that such assessment in music is indeed possible and even practical.

As in other subject areas, there is in music and the other arts a healthy debate about the desirability of large-scale assessments. Some policy leaders contend that imposing such assessments creates significant problems for schools by diverting resources from instruction to evaluation. If the emphasis on assessment becomes too large in proportion to instruction, the quality of learning can suffer rather than improve. Furthermore, excluding core subject areas such as music from federally mandated measures of school quality tends to divert public attention and resources away from these areas, and thereby deprives students of the balanced curriculum they need.

There is a parallel debate over the extent to which standardized assessment tools provide adequate information for school accountability. Almost all involved in education agree that large-scale assessment instruments alone are not a sufficient basis for evaluating schools or school programs, but rather must be combined with other, classroom-based measures to provide an adequate picture of student learning. Furthermore, assessment results must be considered in the context of the resources provided to support instruction. Music assessments alone cannot create educational excellence in music.

Music program assessment should include a variety of sources of data, at least some of which should be derived from common assessments to permit consistent evaluation of program progress and quality across schools and even districts. No one formula for assessment is likely to be appropriate in all circumstances. The imposition of "high-stakes" assessments (i.e., assessments that by themselves trigger penalties for students or school programs that do not reach predetermined levels) are an unproven component of a good assessment system. Consistency in reporting assessment results is useful to schools and their communities. However, this reporting should allow schools and districts to develop systems that both work within the context of the school district and can be understood on a statewide level. Each school system will have to determine the nature and content of music assessment in a way that makes sense for those schools. While the forms and content of music assessment may appropriately vary, some form of regular assessment of music programs should be adopted. The assessment should measure student learning across a range of standards representative of quality, balanced music curriculum, including not only responding to music but also creating and performing music. This assessment should serve the goal of educational accountability by providing data that can be included in the school- or district-level "report card" disseminated to the public as required by law.

The Music Educator's Role

Given the importance of assessment in public education, music educators have an interest in supporting approaches to assessment that are standards-based, practical, and serve to help school music programs provide the best possible experiences to all students. This interest can best be achieved through collaboration among music educators, and with other colleagues in their school, district and state, including higher education. The states that are most experienced in the development of assessment in music education have found that assessment will be most successful when the music education community works together to develop a "culture of assessment" within the system. This culture must include a willingness to embed regular assessment of students and programs within the curriculum and to embrace the public reporting of the outcomes of this assessment. Effective assessment systems provide teachers with information that enables them to provide better instruction to students and to give parents, administrators, and other decision-makers information they can use to evaluate the sufficiency of resources allotted to music education.

Guidelines for Music Teachers

Make certain that you are able to document and explain to colleagues, administrators, and the public the student assessments that you currently use. Ensure that your supervisors understand the assessments you use to shape your teaching.

Take a serious interest in assessment tools that evaluate individual student learning in music, such as tools that are used by other music teachers, discussed in professional literature, presented at conferences, and available through other in-service education opportunities.

Collaborate with other music education colleagues to develop uniform assessments that can be used in your school. When your district or state develops larger-scale assessments, take an active part in the development of those assessments. Work to ensure that such assessments reflect a balanced program, including not only responding to music but also creating and performing music.

Report on the results of your assessments to parents through a
ll available and appropriate means including student achievement reports, school concerts, and PTA meetings. Be certain to include the outcomes of traditional festival rankings, as these are one legitimate tool for assessing the quality of school music programs.

Guidelines for Music Supervisors and Administrators

Work within your school, district, and state to develop appropriate assessments that meet the goals of educational accountability regarding music education and that help music teachers better ensure their students' educational achievement. Be certain to engage the teachers in this development.

Work to include the outcomes of this assessment in the school, district, and state "report cards" disseminated to the public. Ideally, these reports should be accompanied by evaluations of the level of support given to music programs - particularly the amounts of time available for music instruction.

Guidelines for School Boards, Legislators, and Other Decision-Makers

Support efforts to develop appropriate assessments that meet the goals of educational accountability in music education, along with all other core academic subjects, and that help music teachers better ensure their students' educational achievement.

Provide resources essential to implementing music assessments, such as recording equipment and a student-teacher ratio that permits regular assessment of and feedback to all students.

Establish by law or regulation that the outcomes of this assessment be included on the school, district, and state "report cards" disseminated to the public. Ideally, these reports should be accompanied by evaluations of the level of support given to music programs-particularly the amounts of time available for music instruction.

Monitor and adjust district and state assessments in all subject areas to limit their negative impact on other core subjects.

For the sake not only of assessment but also instructional quality, schools should balance large ensemble rehearsals with small group lessons and provide recording and other technology to facilitate the collection, management and scoring of students' music work.

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Concerns MENC: The National Association for Music Education recognizes that assessment, and the accountability that stems from the public dissemination of the results of assessment, are key components in building quality instructional programs. Indeed, one of the basic tenets of current Federal education legislation is that students, schools, school districts, and state education systems should report on key educational indicators "to better empower parents, educators, administrators, and schools to effectively address the needs of their children and students" (NCLB Sec 6132(1)).

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I can see myself using VideoAnt in my future music classroom. VideoAnt allows students to upload videos of themselves playing. This is an example of summative assessment. I will do formative assessment every day in my classroom. Every time I give a downbeat, I am listening to my ensemble and providing feedback on either individual progress or group progress. So therefore, it makes sense that every once in a while, (maybe every other week) students will be required to submit a playing quiz via VideoAnt. The playing quiz can be whatever the student chooses to submit. Either a scale or a piece, or an excerpt of the current orchestra pieces. It will all depend on the ensemble and the age and ability of the students.

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All students have chrome book, so I have used technology related assessment tools a lot in my Chinese language class. Technology is a good resource to assess students’ performance and give feed back immediately.

Quizlet/Quizlet live
Quizlet is for students  to do self-assessment. Students make vocabulary flashcards and sentences on quizlet with pinyin, characters and English meaning. They can always test themselves with a quick feedback. They can learn and review in their own pace.

Quizlet live is for a teacher to assess if students master vocab and sentences. The teacher also would use statistics showing on quizlet live,  for example 50% students got this question wrong, to analyze why so many students got the question wrong and may reteach again.

https://quizlet.com/live

Peardeck

I use this to assess students’ vocab, sentence structure, and  reading comprehension. I can see students’ answers while they are working on questions and give them feedback immediately. I also can save the answers and reflect it on it later. Pear deck is a great resource to monitor students’ progress in learning.

https://www.peardeck.com/

Google form

Google form is used for a quick assessment in grammar and reading comprehension( reading materials provided on paper). I utilize this form by end of class to check if students understand the content on today’s lesson. Students’ responses show what questions they are struggling with.

https://docs.google.com/forms/

Kahoot

Kahoot is used by the end of an unit to assess students in vocab and grammar in general. By this activity I could conclude if students can move on or if they should spend more time on review. It is also a fun activity to engage students in learning process.

https://getkahoot.com/

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In the music classroom, I could see myself using a program called SmartMusic to help assess student's playing. This program features method books and pieces that students can read from a computer or tablet. SmartMusic allows students to record their playing and checks their recording against the music. I can listen to these recordings to hear where my students are and what still needs to be worked on. This program also provides students with instant feedback so they know what they need practice more.

https://www.smartmusic.com/

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Every conversation I have in the classroom is an informal formative assessment. I use those conversations to guide my language and help to guide the students' language. I really hope to use a method similar to the cups in the video, but less obvious. I hope to set up a method that is a little more discreet for the students to use, but still noticeable on my part so I can slow down or stop when needed during demos and lectures. I'm already making a lesson to use screencasts to assess student understanding of photoshop and the tools therein. (Some people knew what they were doing, but not what to call it, so offering the opportunity to demonstrate their understanding through action rather than a written test will be interesting to see the outcome. They will still need to be able to read the prompts, and use spoken sentences to explain their actions, but hopefully there will be less stress about how to spell/write the answers, and there will be more accurate responses based on the students' skills and knowledge.

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I teach Mandarin as a foreign language in high school. In my class, I use quizlet and quizizz a lot for vocab practice and informal assessment.
Quizlet allows teachers to create a study set of new words and students can learn these words by participate in fun activities on quilzet.I usually use quizlet to deliver the vocab and let students learn the vocab on their own as pre-work. Then students will learn the vocab in class with teacher's instruction and a lot of fun activity like words wall, act\describe and guess. Before the summative quiz is given, I will use quizlet live as a formative assessment to give students and me an idea of how well they have learned the vocab. I love quilzet live because it allows students to work in groups and collaborate with others in learning the vocab. Students will be motivated to learn by seeing their peers performance and as a team they head up to the goal together.
https://quizlet.com/118738877/ic-level-2-lesson-14-flash-cards/
As an alternative way, I use quizizz as well. Students will work on their own and compete with their classmates. I can track students performance on each question and guide them for further study.
https://quizizz.com/admin/quiz/5825da8b086db54b75f939ce

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Pear Deck

I love the idea of using Pear Deck in the arts classroom for slide presentations because I think it could really transform and enhance my ability to quickly access student responses and comprehension of visual subject matter without my having to call individually on each student. I can imagine asking students to use the tapping and drawing features to identify visual examples of academic vocabulary concepts, or to share their questions and responses in a low stakes setting. By gaining more insight into each student's ability to decode images for meaning on daily/weekly basis, I would be better able to modify my teaching strategies, content, and level of assistance.

ClassKick

After watching some groups struggle to stay on task and communicate with their peers during a collaborative project, I started looking for an app or program that might help me create a digital record of students progress, work product, and my feedback. I would be interested in trying something like ClassKick for group projects so that I could eliminate students frustration when their peers forget to bring part of the assignment, their progress is monitored by evidence, and I can keep better track of what feedback I’ve already given.

VoiceThread

What I love about voicethread is its multiple feedback options, including video, voice, and text. This flexible interface allows it to be utilized for a variety of skill building activities, depending on the intention of the lesson. By giving specific instructions on which tools to use, an instructor can build a lesson based on developing student voice through verbal discussion, writing skills through text based response, or self-differentiation through choice of feedback options.

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In my Latin and Greek classes, I give three formative assessments a week to build toward two summative assessments (tests) per semester. These are: vocabulary quizzes on Mondays, grammar quizzes on Wednesdays, and translation quizzes on  Fridays. I'll focus on the grammar quizzes for this purpose.

On Wednesdays, I have already introduced the new grammatical concept for the week (either on Monday or the previous Friday), and we have spent one day practicing it in translation. So Wednesdays are for mastering the more intricate aspects of the grammar. I do this by passing out a worksheet which the students do individually. I circulate around the room and watch how they're doing, offering correction or guidance as needed. Then, when everyone has shown they understand what they are to do, we have the quiz. By this point it's usually just free points because they've hopefully already mastered the material with me.

I'm attaching two examples of typical grammar-day activities and quizzes. On the first, we were learning a new verb form. When we do this, I give them a worksheet like this with some silly clip art, which they for some reason really like. On the second set of examples, there are sentences where they identify subjunctive uses. Both accompanying quizzes have them do precisely what they did with me with the activity.

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In the music classroom I could see myself using Finale as an assessment tool. It is a notation software for music and would help to test my students knowledge on the theory aspect of music and how fluent they are in reading music.
http://www.finalemusic.com/

I would also consider using recording software such as garageband so that I could assess my students' and their voices without them feeling embarrassed singing alone in front of the class. I'm not sure that I want to do that because it takes out the interpersonal aspect of making music and I'd rather have the students sing with me alone in an office or something. It depends on the time I have and how comfortable I feel finding things for my other students to do on their own.
http://www.apple.com/mac/garageband/

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In my Chinese class, the tool I use as a accessory resource for building up vocabulary and literacy skills is Quizlet. This is the tool that makes most sense for my Chinese classroom for the following reasons. 1) Quizlet trains accuracy of the meaning of the words. 2) Quizlet enables students to study in their own pace. 3) Quizlet is easy, intuitive to use. When the learning of the vocabulary is done in the classroom, Quizlet comes in a place to reinforce the learning and self-assess how well a student learned.

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Sheri Mitchell- Assessments used in the Art room

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Sheri Mitchell- Assessments used in the Art room

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Two of my favorite technology based assessment tools include, Kahoot and Pear Deck.

Kahoot allows teachers to create their own quiz. Students can answer questions by using their phones, computers or iPads. Quizzes can be done individually or as a class. For classrooms with limited technology a quiz can be done as a whole group. Kahoot is a fun and engaging way for students to learn and for you to assess student's understanding of class materials and vocabulary.
https://getkahoot.com/

Pear deck is similar to Kahoot, the biggest difference is that students can type in short answers, essays and tap on a map. The answers are anonymous as well.
https://www.peardeck.com/

For my placements during student teaching access to technology has been few and far between. An easy strategy I like to use is a sticky note. I have students assess themselves mid project. This gives you and the student a chance to assess their learning, what they need help with and what their strengths are in regards to vocabulary and the learning targets for each lesson. The downside to using sticky notes is that they fall off. I have students glue them on the back of their work.