Tests for students

[keyofc]

Hi -
Another unusual question perhaps.....Does anyone here test their students?
(Like a formal test) not a drill.
Yesterday one of my students said in a respectful tone, "You're a piano teacher - and teachers usually give tests. - How come you don't?"

Well, I was shocked that he wanted one - Summer vacation is here - and he wants a test.

Not the way I was! 

I asked him if he liked tests - and he said yes.  I told him that playing a piece of music where it flowed and sounded beautiful is the real test.  He didn't look too satisfied.  I could see he feels he needs to be acknowledged in some other way.  I do have recitals - and give out certificates, etc.  I even have contests.

So anyway - I ended up telling him I would have a test prepared for him next week.

So just wondering if anyone here regularly "tests" their student?  Where the student is coming and knowing that in this lesson they are having a test.

I actually did write a test once when I was first teaching (For my first student) more of a way of giving me feedback to see how I was doing than how well she was doing) but that was a long time ago.

[Bob]

Worksheets to take home.  If they want they can look up answers, take a lot of time, or do it blind.  Their choice. 

You can tell how a student is doing during the lesson.  Confused looks.  It's one-on-one, so it's not too hard to tell.

With a new student, review is always good.  You can tell where they're at without having to some elaborate test.

During the lessons, the student needs to be active.  I don't want to sit there while they take a written test.  They can do that on their own time and bring the results in the next week.

[desordre]

 Dear Key:
 I'm a professor of the guitar department in University, thus testing is a fundamental part of my job there. In the last years, I did try a lot of possibilities: exam, recital, papers, lectures. Now, I dismissed all but one: recital. I think that it is the real aim of any serious music study, and so I want my students to play their repertory in the end of each semester. Of course, there are distinct requisites. Freshmen usually share a recital, each one playing 15-20 minutes of music; the diploma semester requires a full lenght recital, at least 60 minutes.
 Although the practice in another situations is different, I find great results applying the same procedure to my other activity, teacher in a private school. Of course, the way you can do that must change, since the student in a school don't have an obligation of do an exam or recital, but most want to, as yours told you.
 
 About the exams, I'm really against them. I think it's a very useless situation, that have nothing to do with the core of musical art. What is the point in asking a student to play a selection of unordered parts of pieces to an audience made of three, all with scores in their hands? It is an orthodoxy that we must walk away, because it proves nothing but you can play in an exam. A recital is just another story, and there the musician can show what s/he's made of.
 
 Best wishes!
 

 

[lau]

testing is just nerdy. please don't. As a student i think i would know. Just teach your student how to play and none of this excess stuff. If I had a teacher who would be on my case all the time with tests and little charts to keep track of my practice time i am pretty sure i would have quit a long time ago.

[timothy42b]

Tests might not work for all students but this one has given clear indication they motivate him.

It might work for more.

Real world students like grades, too.  They do their math homework because they know it will help or hurt their grade immediately.  They don't do their piano practice because they know it might or might not produce  musical mastery years from now. 

"Students don't practice" is the most common complaint on this forum.  I think we know how to get at least one of them to practice. 

[amanfang]

Piano is a skill, not simply an academic study.  That said, if the student wants a written test, give him one.  As Bob said, let them take it home.  Do something with theory, terms, or whatever.

I may also do a skills test.  Have a "Playing Test" in which they need to know 5 scales or something (you choose 2), chord progressions in various keys, aural tests, sight-reading, and then performing their piece.  Make each component worth a certain amount, and then give him a grade.  If he is not satisfied with the grade, let him take it again the following week. 

You could combine written score with playing score for an overall grade.

[pianistimo]

MTNA gives yearly testing at the end of each year /level.  you can finalize in the student's mind -that they have truly passed the level they were on (because of what they can now play - and the technique/theory/auditory levels they have now graduated to).  i sort of made up my own tests along this line.  you don't have to have it 'stress testing.'  you can just have a casual test - and then discuss the results afterwards - and discuss any items the student might still struggle with.

i think they are a good idea once a year.

[keyofc]

Thanks for all of your replies - I found them interesting and actually felt relieved that most people do not do this.
I really appreciate Desorde's reply - since you had all the tests and in the finaly analysis, decided the recital is the true test.
That's what I've thought too, although I never had to lecture, and do all the different things you would need to do in your position.
Bob - I give them worksheets every week,  He has been working on composing too - and I have a composition book for him too - I always check everything with them.

I think Pianimisto is right - here's how to get one kid to practice more.  If he wants a  test - I'll give it to him.  I think I'll write a test review for him - and make his test a 3 phase test.

This is only because he wants it.

I learned music with very little recitals - (When I was small - one of my teachers had a recital) the other one that I stuck with - never had any.  But playing at church at an early age gave me confidence.  But I do wish I had experienced more recitals when I was younger.  It takes me some time to get into my "zone" when I'm playing when I'm in front of others.  The recital or performance is the end product of everything.

I have had kids come to me knowing all their key sigs, (as transfer students) but they only knew them in their head.  When asked to play the key of D Major, they had no idea how to do it.  So a written test without application can be pretty decieving.

I guess that I see kids under such extreme pressure today- even when they are in pre-school - they have to do things other than learn how to socialize!
 
Kids are always striving for making good grades and pleasing their teachers and their parents - that I want to help them find a place to find themselves in music.  Not a graded place; a place where they can find freedom to play beautiful because they are connecting with the music; and not striving for good grades.  I don't even give out stickers - it has always turned me off.  I have, however, bought a cheap concert ticket for a student and an extra one sohe can take a friend with, when they have accomplished something very difficult for them.

Lau, you're funny!  I don't like tests either - but I love music.

I'll do anything in reason to help my students love and stick with music.
Thanks again and please keep comments coming if you have more.

[quantum]

I live in Canada and I send my students to the RCM exams.  However these aren't for every student and I don't require them to be a part of my studio.  I also feel that such exams before a jury take place in a plasticized environment in which real music is not allowed to escape the bounds of academic scrutiny.  I have always questioned why you can achieve 100% in a math exam but never in musical performance exam. 


Nonetheless, here is a suggestion.  Have your student record a small recital of the pieces he thinks he has achieved at a good level.  This can be live or private recording.  Then have him mark his own recording citing good points and those this performance would need improvement on. 

[keyofc]

Quantum,
Thanks for your suggestion!
I think that's a good point about the math test.  How true!

This could be Phase 1 of the test, do you think?
In other words, I want to really give him a test that he enjoys and learns from and also realizes what he has accomplished.

Perhaps Phase 1 could be the first recording - and seeing what he notices about his own playing.  Phase 2 ccould be correcting it.
Phase 3 - maybe just do musical terms, something like that.
What do you think?

I don't want him to have a test and end up with a low mark - so if I make him realize that hearing the mistakes count for points - and "fixing" thiem do also - that might better motivate him,
Please let me know what you think

[Bob]

Instead of a test, maybe he could make up his own stuff.  Like a set of skills he wants to have. 

He could make flash cards.  Something along those lines.  Or his own worksheets for drilling himself.

[keyofc]

Bob,
I think he needs help with knowing the next set of skills he is ready for - If I left it up to him - he might want to play  Movement 3 of the Moonlite Sonata  going to there from "Oh give me a home where the buffalo roam"