Assessment Portfolio

High School Band

Ms. Rose Bentley

In-Class Discussion
Annotated List: Discussions are an informal assessment which will get students to think
critically as they are responding to guided questions that are provided by the teacher. The
students are actively participating in a group discussion that provides students with a variety of
perspective and ensures that students are engaging in the content. Discussion is most effective
when the students are interested in the topic of the discussion and feel confident in their skills
and knowledge related to that topic. Through discussion, the teacher will be able to identify if
students are having a difficult time understanding the content or not.

Implementation: Feedback will be encouraged during every rehearsal and will provide the
teacher with information regarding topics or objectives that the students may need to review.
This can be done after the students have practiced through a section of a piece of music or after a
performance. This will ensure that students are thinking about the musical processes and the
steps they are taking to create music whether they are aware of it or not. The teacher can
document students’ feedback by simply recording that the students participated in the discussion
and include it in their weekly participation grade.

Example:

Teacher: “Did we play this section with the correct style? What style would you say is
represented in this section? Which notes are we having difficulties playing stylistically and
why?”

This will get students to think about they style that they played in and limit the amount of
possible answers that students can provide. The following questions will encourage deeper
thinking and build upon the original question.

The teacher will document each student that participated in the discussion with thoughtfulness
and stays on topic.
Student Name: Participated
in Discussion
John
Sally X
Sarah X
Jacob X
Maddy X
Tucker X
Rubrics
Annotated List: Rubrics are useful in assessing students and their performances whether it be a
live performance, paper, presentation, etc. Rubrics allow teachers to analyze the student’s ability
in various areas of a performance and provide students with detailed reasoning when it comes to
their performance. This ensures that students are being assessed fairly and accurately considering
there are many elements that go into a performance. For example, during a live performance,
elements such as pitch, tone, and rhythm all make up a performance. Students will have a clear
understanding of what the objective is and what is being required of them based on the rubric
and what elements they are being scored on.

Implementation: Rubrics will be used for individual performances whether it be a video

submission or a playing test. This will provide students with individual feedback on how to
prepare for upcoming concerts. This will also help guide students with their practicing and help
them understand what it is they need to work on. Rubrics will also be used for projects that they
will be doing such as a presentation on the history of a certain piece of music.

Examples:
 4 - Exceeds 3 - Meets 2- Approaching 1-
CATEGORY Standards Standards Standards Unsatisfactory
Note Accuracy Notes are An occasional A few inaccurate notes Wrong notes
consistently inaccurate note is are played, detracting consistently detract
accurate. played but does not somewhat from the from the
detract from overall overall performance. performance.
performance.
Tone Quality Tone is consistently Tone is focused, clear Tone is often focused, The tone is often not
focused, clear, and and centered through clear and centered, but focused, clear or
centered throughout the normal playing sometimes the tone is centered regardless
the range of the range of the uncontrolled in the of the range being
instrument. Tone instrument. Extremes normal playing range. played, significantly
has professional in range sometimes Extremes in range are detracting from the
quality. cause tone to be less usually uncontrolled. overall performance.
controlled. Tone quality Occasionally the tone
typically does not quality detracts from
detract from the overall performance.
performance.
Rhythm The beat is secure, The beat is secure, The beat is somewhat The beat is usually
and the rhythms are and the rhythms are erratic. Some rhythms erratic and rhythms
accurate for the style mostly accurate. There are accurate. Frequent are seldom accurate
of music being are a few duration or repeated duration detracting
played. errors, but these do not errors. Rhythm significantly from the
detract from the overall problems occasionally overall performance.
performance. detract from the overall
performance.
Dynamics Dynamic levels are Dynamic levels are Dynamic levels Attention to dynamic
obvious, consistent, typically accurate and fluctuate but can be levels is not obvious.
and an accurate consistent. discerned.
interpretation of the
style of music being
played.

Expression and Performs with a Typically performs with Sometimes performs Rarely demonstrates
Style creative nuance and nuance and style that with nuance and style expression and
style in response to is indicated in the that is indicated in the style. Just plays the
the score and limited score or which is score or which is notes.
coaching. suggested by instructor suggested by instructor
or peer. or peer.

Articulation Secure attacks. Attacks are usually Attacks are rarely Few secure attacks.
Markings (staccato, secure, though there secure, but markings Markings are
legato, slur, accents, might be an isolated are often executed typically not
etc.) are executed error. Markings are accurately as directed executed accurately.
accurately as executed accurately as by the score and/or the
directed by the score directed by the score conductor.
and/or the and/or the conductor.
conductor.

Phrasing Phrasing is always Phrasing is usually Phrasing is usually Phrasing is rarely

consistent and consistent and consistent and consistent and/or
sensitive to the style sensitive to the style of occasionally sensitive rarely sensitive to
of music being music being played. to the style of music musical style.
played. being played.
Written Tests
Annotated List: Written tests allow teachers to evaluate students as individuals and figure out
concepts that students are or are not grasping. This will help the teacher make the right
adjustments to their future lessons in order to help guide students onto the path of musical
success. While music is a subject that involves lots of interaction it is important that students
understand musical terms that derive from music theory and music history in order to effectively
read and perform music. Students will be assessed on their knowledge of these musical terms
through written tests. These written tests will include short answer and multiple-choice questions
that show that students have a basic understanding the content.

Implementation: Written tests will be given to students quarterly and will include content that is
based on the repertoire that students performed. To assess students on their knowledge of theory
and the history of a composition that the students have performed there will be multiple choice
questions that include the date of the composition and different musical terms used throughout a
piece. To assess students on their knowledge of music theory and how to read music there will be
short answer questions where they students will be asked to describe musical elements that are
used in a performance and describe what they hear.

Example:

• Written Responses – Students will listen to another performance that utilizes qualities
that students have learned about and the students will write a paragraph with correct
spellings and uses of musical terminologies about what they hear executed in the
performance.

Please write at least 5 sentences with correct spelling regarding what you
heard being executed in the musical performance. Each sentence must
include at least one musical term that we have discussed in class.

Video Submissions
Annotated List: This assessment is a way for teachers to assess students as individual
performers and provide students with feedback that will benefit each individual student. Not only
will this help students individually, but it will also help the teacher figure out where students are
struggling the most in the classroom whether it be tone, rhythm, articulation, etc. It is hard to
hold students accountable when it comes to practicing. That being said, having students submit a
video is a great way to get students to play their instruments outside of the music classroom. By
having students submit a video of them performing the teacher will be able to individually assess
how each student is performing and figure out what students are struggling with. Video
submissions are a great alternative for playing exams, because the student then doesn’t have to
deal with performance factors such as anxiety. Instead, students will be able to showcase their
musical abilities without any factors interfering with their performance.
Implementation: Students will submit videos of music excerpts and scales. They will record
themselves playing an excerpt or scale that was assigned to them and then submit the video to
the teacher. The students will be assessed with a rubric based on their performance in the video
as well as their self-reflection that they submit along with their video. The teacher will be able to
provide each individual with feedback which will help them prepare for future performances and
submissions. Overtime, students should make adjustments based on the teacher’s feedback and
show improvements in future videos.

Example:

Scale Test
• Video record your C Major Scale
o 2 Octaves
o Slurred Up and Tongued Down
• You may use a camcorder, smartphone, webcam or any other means to create your
videos.
• Upload your videos to a file sharing program (Dropbox, Google Drive, etc.) or to a video
hosting website (YouTube, Vimeo, etc.). It is your responsibility to ensure that your
videos can be viewed by anyone with the link. Please check before submitting!
• Submit your video online under the assignment: C Major Scale Test
Journals/Reflections
Annotated List: Journals allow students to self-reflect on their performance and think critically
about the process of performing. Reflections help teachers assess students and their ability to
think through the performing process and determine if students understand how they should go
about making adjustments for future performances. Journals are useful in the music classroom
because we often perform without considering the how or why when we choose to perform the
musical elements the way that we do. By having students express and describe their musical
experiences they are now thinking at a deeper level about the music making process.

Implementation: Students will write a paragraph at the end of each rehearsal about what they
heard and/or different musical concepts that they learned about during rehearsal in their journals.
Each journal should include something about their individual performance and something about
the ensemble’s performance as a whole. The student will end each journal with a musical
element they want to work on before the next rehearsal whether it be creating good tone, playing
correct rhythms, keeping a steady tempo, etc. The journal will be considered a part of the
student’s participation grade.

Example:

There will be journal prompt questions on the board such as:

What is one of the biggest take-aways that you have gotten from this class so far?

Journal Entry 2
September18, 2018

After observing others conduct for the past couple weeks I have noticed something that
everyone has encountered as they got up on the podium and that is nerves. The music world is
competitive as it is and for some reason we think we need to bring that competitiveness into
classrooms such as this one and try to impress our peers. But that isn’t what this class is about.
Just like any other class it is about learning and growing. Because we are all going into the
same field we feel like we need to be better than everyone else. We don’t need to be better
than anyone else though. The only person we need to be better than is ourselves. That being
said I know that nerves will always be a factor in performing but we don’t need to worry about
being the best or better than anyone else in the room. Being comfortable with yourself and
knowing that there is always room for improvement it the attitude that I want to have when I
go up there.

Other than nerves, something else that I have noticed is that we all have different ways
in which we conduct. While we all may be communicating where every beat is we are all
communicating in different ways. Conducting varies in size and expressions. Just as we have
discussed before, conducting is how one interprets music and leads an ensemble through their
interpretation. We all perceive and interpret things differently which is why everyone is going
to have different ways of conducting the same piece. Not only do we all think differently but
we are all different physically which adds another characteristic that is included in conducting.
Some people are tall and have long arms, while some are short and don’t have as long of arms.
That being said someone who is taller might struggle with something that someone who is
 shorter might struggle with. This could include size of conducting or where to conduct so that
the ensemble can better understand their conducting. Overall, there are many factors that go
into conducting but we should always be welcome to different forms and ways of conducting
because not a single way is the perfect way to conduct a piece.

Presentations
Annotated List: Presentations allow students to showcase their knowledge and abilities.
Teachers will be able to assess whether or not students grasped the content through their
confidence and execution of presenting the material to others. Music is more than just reading
and playing music. In fact, for musicians to perform music at a higher level, they must have a
good understanding of the music as a whole. This includes the historical background of a piece,
the composer’s intent, the form of the piece, etc. Sometimes it’s going beyond the repertoire and
developing a deeper knowledge about their musical instruments that will help students develop
skills to perform music at a higher level.

Implementation: Students will do extensive research on their instrument and present the
information that they found to the rest of their section. By having students present among their
sections the teacher won’t have to take as much class time to have students present their
research. While each student gives their presentation the students that are viewing the
presentation will write down important information that they didn’t know before. Students will
turn in their individual presentations as well as their notes that they took for each member in
their section.

Example:
Self-Evaluation
Annotated List: This is an assessment that will give teachers feedback on how students feel
inside the music classroom and what students may be struggling with. This will help the teacher
become more aware of what students are thinking and make needed adjustments to help students
succeed in the music classroom. The most important part of the growth process is being able to
reflect and identify areas for improvement. It is safe to say that nobody is perfect and that there
will always be something to improve on. By reflecting on a performance, students are thinking
deeper about the musical process and adjustments that they need to make in the future. The
easiest way to learn is from the mistakes that we make and it is important that students
understand that (in both life and music) we all make mistakes but it is how we prevent those
mistakes from happening again in the future that makes us successful. Self-evaluations will keep
students on the path of growth and success by having students think about their strengths and
weaknesses and how to build upon each of them.
Implementation: Students will evaluate themselves on their performance after each concert.
Students will consider what musical elements they executed well during the performance and
what musical elements they didn’t execute as well. By having students think about these
elements after a performance the teacher is causing the students to think deeper about the
performance process. This will be included in their concert performance grade.

Example:

Students will write a 1-page reflection over their performance at the last concert. The reflection
must include the following:
1. Two or more musical concepts that they felt they executed well during the performance
and why.
2. Two or more musical concepts that they felt they didn’t execute well during the
performance and why.
3. What changes or adjustments they would make in order to help the two concepts they
struggled with during the performance for the future.

Performance Observation
Annotated List: This assessment will determine if students have the skills to perform as a
formal audience member. The teacher will be able to determine if the students understand all
roles of a performance which includes being an audience member by having students write about
what they observed. Performing is a skill that happens both on and off of the stage. That being
said, performances can’t happen without an audience and it is important that musicians support
other musicians. Through attending performances, musicians will learn about different
perspectives of music, musical ideas, and performance etiquette. There is much to learn about
performance from an audience’s standpoint which is why it is important for students to attend
different musical performances whether it is another music program in the school or a
professional ensemble that is performing.

Implementation: Students will be given the opportunity to attend a performance and write a
reflection over what they heard and their experience. The students will be assessed on their
concert etiquette and professionalism executed while attending the concert with a rubric. The
teacher will pay attention to students and how they behave during the performance. The teacher
will document the students that are disruptive after the performance.

Example:
If a student fails to meet one of the following expectations, the teacher will document what the
student didn’t perform with proper etiquette. After the performance, students will take 5-10
minutes to write about their observations and take-aways from the performance.
 Student Name: Stays Seated Paying Shows Entering the
Attention to Appreciation Hall/Auditorium
Performance (Applauds when (Without disturbing
necessary) anyone and politely
finding seat)
John X
Sally
Sarah X
Jacob
Maddy
Tucker X
Travis

Please write 3-5 sentences about what they observed and took away from the performance.