Abby Giles

MUSIC 512
Dr. Payne
2 November 2018

ASSESSMENT PORTFOLIO

Assessment Tools:

Presentations:

Definition
A presentation is a way of communicating information to others, usually a group of people.
Different presentations have different objectives. Oftentimes, the presenter wants to teach the
group that they are presenting to a lesson or show information on a particular topic in an
engaging and informative way. The presentation can be given using a variety of tools. A few
examples of presentations are but are not limited to: display, model, speech, power point,
prezi, demonstration or video.

Rationale
This is a great way to test student’s knowledge and understanding of a topic. Students become
the expert when they present and teach topics to the rest of the class. While doing this, they
have the opportunity to lead discussion and pass along important points of information to the
rest of the class. Topics of presentations can vary from history, theory, compositional
techniques, elements of the music, composers, or other background information about pieces.

Protocol for Implementation

As listed in the rationale, there are several different topics that students can give presentations
on in a music classroom. The presentation would test their knowledge on a subject while also
sharing that knowledge with the rest of the class. Students would be given topics/ have to clear
the topic of the presentation with the teacher in advance. Then, the students are given
different options for how they want to present the said topic. Based on a rubric provided,
students are assessed on the presentation, particularly the knowledge presented, and how the
knowledge was presented. The students would also be required to turn their presentation into
the teacher. There are options for this assessment tool to be altered based on the information
that students are required to present as well as the audience of the presentation.

Example
The following example is a power point that my research team used to present our findings to a
group of students and educators. A student could use the following format to present research
to a class. Some topics that a student could present on include but are not limited to: history,
theory, compositional techniques, elements of the music, composers, and other background
information about pieces. Students could be required to give a presentation that included
information about their pieces that they are currently learning in their classes. If this was the
case, the students doing the presentation as well as the class would effectively learn
information about the pieces that they are playing. Even though the example given below is a
power point presentation, some other tools that students could use to make presentations are:
display, model, speech, power point, prezi, demonstration, or video.

https://docs.google.com/presentation/d/1ylMVIr7cKAtr4uA6TJ4JwQ5mWcwXh_yx1mbZcyLJgX
U/edit#slide=id.p

Journals:
Definition
Journals contain a collection of thoughts that are written down or recorded by the student.
Sometimes, prompts are given by the teacher, and some of these can include reflecting on how
the rehearsal went, what the students need to work on, what they did well, how they can
improve, and how they are feeling in the class and about the class. These can exist in both hard-
copy and electronic forms, and cognitive, psychomotor, and affective data can be collected.

Rationale
Journals provide a way for students to reflect and write observations in. You can assess both
product and process. Multiple forms of data can be collected, and students’ perceptions and
feelings can be addressed. Longitudinal data can be collected to assess growth. Much
information about students’ knowledge can be provided. This gives the teacher an opportunity
to address students’ feelings and perceptions.

Protocol for Implementation

A few minutes could be given for students to journal at the end of every class period. Specific
questions could be given, or it can also be treated more as a free-write. Questions about
individual performance, ensemble performance, what they need to improve on, and what they
are doing well are just a few examples of what students could write about. They could also
journal about how the piece makes them feel or what it means to them. It is possible to give
journaling as an assignment or a requirement for class participation points. This form of
assessment provides the teacher clear knowledge of where the student is at in understanding,
and it opens the door for more discussions on learning and growth based on what students
have journaled about.

Example
The following is an excerpt of a journal entry that I submitted as an assignment in my
Conducting 1 class. In the journal entry, the teacher did not give us any specific prompts. They
just said to write about how you were feeling about the class. The purpose of this journal entry
was for us to think about how we were feeling and also think towards the future of the class
and what we wanted to gain and/or accomplish (as this entry was right after the first week of
class).

Abby Giles
Journal Entry 8-25-17

The first week of classes as a conducting 1 student has passed, and I am so excited for what is to come in

this class this semester. As a music education student, being in this class and learning how to direct an ensemble is

something that I have always looked forward to. It was said in class earlier this week that we have been learning

how to conduct for a long time now because we have had the opportunity to watch our teachers over the years. After

learning by observing throughout this time, I am very ready to learn by doing. It will be great to take what I have

observed over the years and learn myself starting with the fundamentals.

I fully believe that this semester in conducting will be one of growth. I can already foresee that there will be

many instances where I will be out of my comfort zone. With this being said, I want to challenge myself to not stay in

my comfort zone. Yes, that statement makes me a little bit nervous. However, oftentimes throughout my life, I have

found that it is in the places that I am challenged and not fully comfortable where I learn and grow the most. Those

instances stretch me as a person, and I want to gain as much as I can from this course. In order to do that, I want to

give as much as I can to it, even if that means being outside of my comfort zone.

I also want to strive to not compare myself to other people. Those thoughts of others who might have more

experience conducting or are more confident in it have already started to creep in, and I know that I will need to

remind myself to focus on what I can do to improve and do the best that I can, not on what others are doing. I loved

the article that we did our first review on, and it has reminded me that even though I might be focusing on my

fundamentals in conducting a majority of the time, I also need to focus on the bigger picture of musicality and the

feelings that the music I am conducting produces.

I am so excited for the growth and learning that is going to take place this next semester in Conducting 1. I

feel very ready to fully dive in and give all that I can to do the best that I can throughout it all!

Although this journal entry was for a collegiate class, this type of assessment could easily be
used in a classroom of any age. It is effective because it allows the teacher to assess where the
student is at directly. After I turned in this entry, my teacher gave me comments back.

Portfolios:
Definition
Portfolios are usually collections of evidence documenting each student's achievement in
music. Many forms of data can be stored in portfolios, whether that be research, reflections, or
videos of performances and practices. They can include written, video, and audio evidence of
student learning. They are often used with other tools such as rubrics and rating scales.
Rationale
The data in Portfolios can represent process and product over time Because portfolio contents
are usually selected by the students, portfolios require students to reflect on their work,
assessing the work’s quality and documenting their progress. Similar to journals, longitudinal
data can be collected to assess growth, and this form of assessment allows students to assess
both product and process. The process of creating a portfolio also provides opportunities for
reflection as teachers and students engage in contextually rich dialogue.

Protocol for Implementation

There are two main different types of portfolios: process folios and product folios. Process
folios document the learner’s journey as they work to achieve particular skills and
understandings. Artifacts demonstrate progress as skills and understanding are being
developed. In product folios, learners are required to select representative artifacts that
demonstrate the highest levels of achievement. Student reflections stating why they chose
certain artifacts and how they demonstrate the student acquiring certain skills or
understandings accompany this type of portfolio. Other tools, such as checklists, rating scales,
and rubrics, are often used to evaluate portfolio contents. Portfolios can be peer and self-
assessed as well as teacher-assessed. There are five steps for creating and using portfolios as a
general guide. These include: 1) specify purpose, 2) provide general guidelines for selecting
portfolio entries, 3) define student role in selection and self-evaluation, 4) specify evaluation
criteria, and 5) use portfolios in instruction and communication.

Example
The following example is an online portfolio that has the format of a blog. It is organized into
different categories, including reflections, projects, and reviews. This would be one of many
ways to organize an online portfolio for any class.

http://abigailgiles.weebly.com

Rubrics:
Definition
A rubric is a “form of a criteria-specific performance scale. It is a set of scoring criteria used to
determine the achievement level of a student’s performance on assigned tasks.” It divides each
task into parts that include details of various performance levels for each task, and it is usually
organized from lower to higher levels. Each of these performance levels are described in
enough detail that the observer and learner have clear ideas of what has or has not been
accomplished in the performance. Learners can develop understanding of what needs to be
done to improve their performance by reading the descriptors in levels about what was
achieved.

Rationale
Rubrics provide clear levels of accomplishment by defining tangible measures of individual
achievement. There are clear indications of what students need to accomplish in the future to
improve their individual performance, and it provides a learner-centered approach to
performing, learning, and assessing. This tool can also be used for peer and self-assessment.

Protocol for Implementation

It is important for teachers to make sure that criteria on the rubric accurately list each are for
the performance and that the descriptors for each achievement level in each are accurate.
Establish the criteria and point system that you want to use. Then, be consistent in the
definitions and descriptors of what students need to accomplish. During the performance or
while grading the task given, be consistent in grading so that students can understand what
they need to learn and how they can accomplish those steps. This provides a quantitative
means for evaluating and scoring qualitative, performance-based tasks. It is valid and reliable
and also provides documentation of teacher accountability.
There are several ways that a teacher could incorporate rubrics into their music classroom. It is
possible to use rubrics for performances, both individual and group performances. A helpful
time to use them would be during playing tests. This way, students would have a visual
representation of what they are doing well and what they still need to work on. Projects are
another area that rubrics would be helpful in assessing. Whether it is a composition project,
presentation, portfolio, etc., rubrics are extremely efficient and effective for assessing a variety
of skills.
Example
Below is an example of a rubric that could be used to assess a final performance of a project.
This rubric is specific for the project, but it could be altered to assess other projects.

https://docs.google.com/spreadsheets/d/15SXoh35BWwcCL8eh2wYCt-
C6N5NrD2_KAL_qlkT5NL8/edit?ts=5bbf4880#gid=0

Observation/ Performance:
Definition
This assessment tool can be used to self-assess, peer-assess, or teacher assess. It involves
observing a performance, practices session, or any time that the student may be performing. It
is beneficial to the student if you give them comments and tips on what they can improve on
and what they did well.

Rationale
It is important for students to be aware of how performances went and within this be able to
identify these things on their own. This tool allows for different assessors. Observation and
constructive criticism gained from this are critical parts of student growth and improvement.
The value of teaching students to recognize these things on their own is invaluable.

Protocol for Implementation

Students can self-assess their own performances through watching videos. Teachers can
observe and assess through analyzing performances or playing tests. Students performance can
be evaluated through playing tests, and a rubric can be developed to assess this. Feedback must
be given to students on what they did well on and how they can improve. Data gained from
performance assessments can be used to improve future lessons.

Example
The following is a conducting evaluation that was used when I was a University Band
Conductor. This evaluation was used as both a teacher-assessment and self-assessment. It
allowed the student to compare their observations with their instructor’s. The instructor would
assess while they were observing, and the student would use this as a form of self-assessment
by filling it out while watching a video of their performance. A similar evaluation that has a
similar format can be used to observe assess a variety of student’s performances.

Pencil & Paper Tests:

Definition
This is an efficient tool that teachers can use to collect data through both selected response
(fill-in-the-blank, multiple choice, matching) and created response (short answer, essay).
Written exams can assess terminology, historical elements, and music theory concepts.

Rationale
It is possible to provide detailed information back to the student. Depending on the type of
answer that is required, all kinds of cognitive data can be gathered. It is also possible for limited
affective data to be gathered. This type of assessment is easy to administrate, and learners are
able to work at their own pace. The use of written exams varies depending upon the classroom
setting, and they are versatile for a music classroom.

Protocol for Implementation

There are two different basic ways to collect data from written exams. One is through selected
response (fill-in-the-blank, multiple choice, matching) and the other is through created
response (short answer, essay). It is possible to collect cognitive learning data and affective
data with created response questions that are well crafted. Decide what topics that you want to
assess. A few to choose from for a music classroom include, but are not limited to, music
terminology, historical elements, and music theory concepts. Using a variety of questions from
both the selected response and created response methods, craft cognitively-challenging
questions that will test knowledge and application of that knowledge. Develop an answer key
for the test. When tests are graded, give feedback as needed. If needed, teachers can alter
lessons to cover material that was commonly missed on the test.

Example
 Test using multiple choice and fill in the blank answers over the historical and cultural
aspects of the songs that are being played in class
 Assess music terminology to increase musical literacy in your classroom

Below is an example of a Syllabus Quiz:

Music 670 Syllabus Quiz Name: _______________________

Date: _________________________

1. What is one objective of this course?

a. read current literature and analyze relating it to teaching practices
b. completion of the PLT Music Content practice exam
c. demonstrate competence in the Kansas Teaching Standards through completion of the standards portion of the
portfolio
d. all of the above

2. What percentage will be taken off of your grade for an absence?

a. 1%
b. 0.5%
c. 5%
d. 3%

3. What is the last date you can turn in course work for it to be accepted?
a. December 10th, 2018
b. December 6th, 2018
c. December 7th, 2018
d. January 1st, 2019

4. What are one of the three activities that you will use to complete your 4 professional development hours?
5. How many points is the Block 2 Portfolio worth?

6. Summarize what the elementary focus for your comprehensive teaching unit entails.

7. What is one thing on the calendar that stuck out to you?

8. How many points do you need to earn to receive credit for this class?

9. What is the purpose of this course?

10. What is one of the required texts needed for this course?

Key:
Music 670 Syllabus Quiz Name: _______________________

Date: _________________________

1. What is one objective of this course?

d. all of the above

2. What percentage will be taken off of your grade for an absence?

a. 1%

3. What is the last date you can turn in course work for it to be accepted?
c. December 7th, 2018

4. What is one of the three activities that you will use to complete your 4 professional development hours?
(Any of the following would be an acceptable answer)
 Register for NAfME- Collegiate
 Attendance at a minimum of 2 NafME- Collegiate meetings throughout the fall
 Work at least one shift for Future Music Educators Day

5. How many points is the Block 2 Portfolio worth?

75 points

6. Summarize what the elementary focus for your comprehensive teaching unit entails.
Here is what it says in the syllabus:
Select a musical concept (e.g., syncopation) and develop a unit plan that demonstates how to prepare, present,
and practice the concept through classroom activities. Each unit must include a minimum of three activities (e.g,
songs, chants, etc.) for the preparation stage, one or two activities appropriate for the presentation of the concept,
and three activities that provide opportunities to practice the concept leading to a summative assessment. Each
activity should have an accompanying lesson plan including instructional materials, teaching sequence/ strategies,
and opportunities for formative assessment. These units must be submitted via email as well as in hard copy.
Sample answer:
For your elementary unit, it will be based on selecting a musical concept and developing a unit plan on that
concept. It should demonstrate how to prepare, present, and practice the concept throughout classroom activities.
The unit must include a minimum of three activities.
7. What is one thing on the calendar that stuck out to you?
Sample Answer: I thought that it was very helpful that items were color coordinated to help us know when we
need to read something or when different projects are due. On the last day of class, we have mock job interviews
from 9:40-11:30

8. How many points do you need to earn to receive credit for this class?
440 points

9. What is the purpose of this course?

The purpose of this course is to synthesize, discuss, and apply pedagogical concepts experienced throughout the
curriculum.

10. What is one of the required texts needed for this course?
(Any of the following would be an acceptable answer)
 Shaping Sound Musicians by Patricia O’Toole
 Class Handouts/ Packets
 Membership to NAfME
 Scores as needed self-purchased

Checklist:
Definition
A checklist notes specific elements or criteria that should be present when the learner performs
successfully. The observer marks whether or not each element is present during the
performance. The criteria are clear, and the tool is easy to use. This tool could also be used by
the learner to self-assess.

Rationale
This allows students to peer-assess other students’ learning and provides added assessment
possibilities in the classroom. Providing feedback to the learner from multiple perspectives and
providing an opportunity for the teacher to evaluate the quality of feedback given by peer-
assessors is a benefit to this assessment tool. It is an efficient tool for gathering data.

Protocol for Implementation

Checklists can be used to aid student reflection in reviewing videos from their practice sessions
and rehearsals. They can also help with peer-assessment. They give students a criterion of
where they should be, and this helps the student to know and understand how much harder
they have to work to get to where they want to be.

Example
A few ideas of examples of ideas for how checklists can be incorporated into the classroom
include, but are not limited to:
 Checklist for beginner tasks, like putting together the instrument, cleaning the
instrument, etc.
 Checklist to evaluate student’s performance on a solo, playing test, etc.
  Self-Assessment for an individual to assess what they did and didn’t do during a
rehearsal.

The following example is a sample checklist that could be used to assess a playing test:

Checklist- Playing Test

Student’s Name: Class Period:

The Skill Was Observed Description of the Skill

Yes No The Student…

Played with good tone

Played with Consistent Air Support

Good pitch

Correct Rhythm

Made less than 3 note accuracy

mistakes

Played all the right notes

Played with the correct dynamics

Played with musical expression

Rating Scale:
Definition
A rating scale lists specific criteria for a successful performance. On a rating scale, there is an
option to note the level of performance for each criterion. They allow the learner to note not
only whether or not the behavior or present, but also the degree to which it is present. Because
of this, rating scales provide more specific feedback to the learner.

Rationale
Rating scales can be used to measure musical achievement and can be used by teachers, peers,
and individuals, for self-assessment. Rating scales make it possible to gather both cognitive and
psychomotor data. Because feedback is based on a scale, varying levels of achievement can be
shared with the student. Administration is easy and can work for large groups, and it provides a
way to give quick feedback to students that will help them understand the levels at which they
are or are not achieving. It can work as an instrument for rating.

Protocol for Implementation

Rating scales can be used as a form of assessment given by peers, the teacher, or self-
assessment. In the classroom, they could be used as a form of self-assessment during
rehearsals, self, peer, or teacher assessment of performances, or even self-assessment during
practicing. They are versatile in their uses because different criteria can be given for a variety of
tasks and ages. The rating system not only gives students a way to see where they are, but it
also gives teachers an opportunity to address what students are doing well and what they need
to work on. Teachers can use the information gained for this assessment to alter lessons.

Example

Rating Scale- Playing Test

Student’s Name: Class Period
When you played, the student… Rating
Always Sometimes Never
Played with good tone
Played with Consistent Air Support
Good pitch
Correct Rhythm
Played all the right notes
Played with the correct dynamics
Played with musical expression

In Class Discussion/ Feedback

Definition
This is an informal assessment that is effective when questions are designed in a way that
prompt students to access specific information or a certain skill. Usually, this tool is used as an
everyday assessment tool in the classroom to foster understanding and reflection in students.

Rationale
Student participation during class and rehearsals through in-class discussion and feedback
provides a good indicator of student engagement and understanding. Depending on the quality
of responses across the ensemble or class, this assessment tool can provide information about
topics or objectives that might need to be reviewed or given further instruction on in class. This
type of assessment strategy is intended to foster student ownership and critical thinking skills
needed for students to address and fix individual as well as be aware of group problems and
skills that can improve.

Protocol for Implementation

This assessment tool can be used in the classroom as a daily form of assessment. Since it is
informal, it is easily incorporated into lessons and rehearsals. Questions can be written into
lesson plans and used by the teacher, and it is also possible for students to come up with their
own questions and observations. This form of assessment helps to create a student-centered
classroom. Questions can be altered depending on the students’ achievement levels and it is
also possible to add additional guiding questions as needed.
Example
Ask Guiding Questions to Students during class or rehearsal, such as:
 What did you do well?
 What could you improve on?
 How would you improve in the areas that you want to do better in?
 How was the balance?
 How did you play with musical expression?
 What instrument plays the same part as you?
 Who has the melody/harmony?
 What is the length of the phrase?