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Assessment Portfolio

1. Project Rubrics:
A. Definition: A rubric is a written out guideline of what
students are required to have in their project along with what is
expected of their work.
B. Rational: I would use this form of assessment because I think
some
structure on large projects is less overwhelming for students. Its
a good way to show what I expect of my students for the project,
and it serves as a sort of checklist as well as a guideline for them
to follow.
C. Implementation: I would use a project rubric for a large
group project most likely or a very large individual arranging
assignment. The rubric would be broad enough that it wouldnt
inhibit their creative abilities but specific in ways of what is
expected in their arrangement and also a checklist so that the
students do not forget an important part of their project. It also
shows them what I expect and its a way for me to see how much
effort they put into their project
D. Example: See below.

2. Peer Evaluation:
a. Definition: Students will evaluate each others performances
and give suggestions for improvements and list areas that went
well in performance.
b. Rational: Peer evaluations are to be used as another way for
students to learn from their peers and get another perspective
from someone else who wants them to succeed.
c. Implementation: I would also like to use this for playing tests
in my classroom as a way to hold my students accountable in
their musical growth and achievement. This is a great way to
show them how they are improving and what they do well, but
also a great way to show them where to improve for next time.
d. Example: See below.

3. Checklist:
a. Definition: A list of given requirements that students need to
fulfill or meet in order to be successful
b. Rational: I would use checklist as a way for me to see where
my students are struggling and where they are succeeding and
how to help them.
c. Implementation: A great way to use checklist is in the
everyday classroom setting. I could use this as a daily grading
procedure as well.
d. Example:
Assessment Portfolio
Do they have: Yes No
Pencil
Music
Instrument
Positive Attitude
Class
Participation

4. Audition:
a. Definition: A formal way to hear students play and evaluate
how well they are doing and growing.
b. Rational: Auditions are a good way to see how well your
students can play and where they should sit in your ensemble.
c. Implementation: I would use auditions for seating
arrangements and section leader position assignments.
d. Example: Given a piece of music to prepare, how well does
the student do in these areas?

Name: 1 2 3 4 plays
makes 5 makes 3- makes 2- everythin
or more 4 3 g
mistakes mistakes mistakes correctly.
in rhythm in rhythm in rhythm Was very
or notes. or notes. or notes. well
Did not Played Played prepared.
play some most Played all
dynamics dynamics dynamic dynamic
with poor with an markings markings
tone. ok tone. with with
Was not good great
prepared. tone. tone.
Dynamic X
s
Rhythmic X
Accuracy
Note X
Accuracy

5. Journal:
a. Definition: Writing about a specific topic given in class that
pertains to the music we are learning and rehearsing.
Assessment Portfolio
b. Rational: I would like to read about what the students are
thinking and think that journaling is a good way to hear their
voice on a personal level.
c. Implementation: I would use this as a weekly or daily
activity. They would have a specific note book for journaling and
would be required to write in it and turn it in when I ask for it.
d. Example: What is your favorite piece of this concert block?
Who wrote it? Why do you like it? What do we as an ensemble do
well in this piece?

6. Multiple Choice Test:


a. Definition: This would be a knowledge based test with four
possible answers. One correct, one very similar, one not related
and one content related.
b. Rational: This is a good way to test students knowledge and
to see how well they were paying attention in class.
c. Implementation: I would use this as a content test after
finishing a unit. I would only put questions that they would need
to know and that would show me what they learned throughout
the unit.
d. Example: Who wrote The Magic Flute? A. Mozart B.
Beethoven C. Vincent Van Gogh D. Justin Timberlake

7. Self-Evaluation:
a. Definition: students will evaluate their own performances and
give themselves ways to improve and areas that they do well.
b. Rational: Self-Evaluations are a good way for students to
critique themselves and have a clear idea of where they think
need to improve and how they will reach that goal. Teaches them
to hold themselves accountable.
c. Implementation: I will use these after a few rehearsals
during the week and after concerts.
d. Example: will be the same as their peer evaluation

8. Performances:
a. Definition: A way to show parents, peers, and the community
the hard work the students have been doing in their music
classroom.
b. Rational: a performance is a great way to show how much
students progressed over a time frame and how much they
learned in order to make their performance successful.
c. Implementation: Performances would be at the end of each
grade cycle. About very nine weeks.
d. Example: Since this is a performance, I dont think I can give
an actual example.
Assessment Portfolio

Rubric Example:
Total points ___/18

Beginning Developing Accomplishe Advanced


1-2-3 4-5-6 d 10
7-8-9
Creativity Group uses Group uses Group uses 2- Group uses
so few 1-2 original 3 original 4+ original
musical musical musical musical
elements elements elements elements
(innovative (innovative (innovative (innovative
instrumentat instrumentati instrumentatio instrumentat
ion, on, n, ion, range,
range, range, range, timbre, timbre,
timbre, timbre, tempo, tempo,
tempo, tempo, rhythm, rhythm,
rhythm, rhythm, melody) while melody)
melody) that melody), but maintaining while
the does not integrity of the maintaining
arrangement connect them original integrity of
is not with the composition the original
distinguisha original composition
ble composition
from the
original
composition
Beginning Developing Accomplishe Advanced
1 2 d 4
3
Presentation Group Group Group displays Group
displays displays satisfactory displays
inadequate modest showmanship exemplary
showmanshi showmanship in their showmanshi
p in their in their performance p in their
performance performance and is performance
and is not and shows adequately and is
rehearsed. little rehearsed. clearly well
evidence of rehearsed.
preparation.
Craftsmansh Group shows Group shows Group shows Group shows
ip unsatisfactor adequate commendable immaculate
Assessment Portfolio
y musicality musicality in musicality in musicality in
in their their their their
arrangement arrangement arrangement arrangement
and and vaguely and clearly and a clearly
ambiguous defined form. defined form. defined
form. Melodic, Melodic, form.
Melodic, Harmonic Harmonic and Melodic,
Harmonic and Rhythmic Rhythmic Harmonic
and structure are structure is and
Rhythmic ineffectively sufficiently Rhythmic
structure are distributed distributed structure are
not throughout throughout the effectively
distributed the ensemble. distributed
throughout ensemble. throughout
the the
ensemble. ensemble.

Peer/Self Evaluation Example:

Categories Superior Secure Developing Beginning


Performance performance performance performance
Air Strong and Nice overall Fuzzy tone; not Blasting,
Support/Ton supported with sound but using enough unsteady tone,
lots of air; not some notes air, some notes not using
e Quality forced may be forced do not speak enough air to
or pinched play many
pitches
Notes 0 2 missed 3 4 missed 5 6 missed 7+ missed
notes notes notes notes
Rhythm/Tem Steady tempo Steady tempo, Inconsistent Inconsistent
po 0 1 missed 2 3 missed tempo, tempo
rhythms rhythms 4 5 missed 6+ rhythms
rhythms
Dynamics All written 2 3 missed 4 5 missed 6+ missed
dynamics were dynamics dynamics dynamics
played 0 - 1
missed
dynamics
Articulations All written 2 3 missed 4 5 missed 6+ missed
Assessment Portfolio
articulations articulations articulations articulations
were played
Posture Straight back, Slouched back Slouching Back against
sitting on edge back, incorrect chair, slouched
of chair, proper hand/arm over, incorrect
horn/hand position. instrument
position position.

Comments:

Works Cited

What Are Some Types of Assessment? Eudtopia. July 15, 2008

https://www.edutopia.org/assessment-guide-description.