512 Assessment Portfolio

Table of Contents

1. Portfolio Assessment 2

2. Analytic Rubric 3

3. Sticker Board 4

4. Take-Home Tests 6

5. Self/Peer Evaluation 7

6. Journal entry 8

7. Exit Ticket 9

8. Essay 10
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1. Portfolio Assessment

Definition: ​The portfolio assessment presents an alternative to the traditional classroom exam.
Instead of measuring one single point, a portfolio has students keep assignments over a longer
period of time (e.g. a semester or year). The portfolio allows both students and the teacher to see
the progress of skills or knowledge obtained over that period of time.

Rationale: ​Over a semester, compiled assignments from the student show they are learning and
constantly improving rather than showing exactly what they know at a certain time (i.e., an
exam). Additionally, a portfolio can be a useful tool in helping students organize available
resources to support their learning.

Implementation: ​The teacher will hand back or provide access to any work the students have
completed over the semester, such as completed tests, journal entries, recordings, etc. Students
will then organize these works into a binder, divided by section and in chronological order,
which will then become a physical representation of their growth throughout the semester. A
final grade will be given on completion of the portfolio. For example, if an assignment is not yet
completed and handed in, a student can still earn points for having it in the portfolio in the
correct place.

Validity: ​The portfolio allows the teacher and student to see their improvement over time, what
they missed most, and what can still be improved upon in the future. This provides a better
alternative than an exam that be highly variable based on uncontrollable circumstances.

Analysis: ​The portfolio is a reliable assessment because the teacher can use past assignments to
see where the student was initially to the present day. This also allows students to reflect on their
progress and their experiences. The portfolio also does not need to be adjusted much. The
adjustment comes from the information the portfolio presents. If many students are not
understanding a concept, then the information the portfolio provides can give the answer as to
what the teacher needs to make those adjustments in lessons.

Example: ​Portfolio Content

In-Class Handouts (5) 20 pts

Journal Entries (15) 30 pts
Tests (2) 10 pts
Exit Tickets (8) 24 pts
Essays (4) 16 pts
Additional Materials
Total Points: 100 pts
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2. Analytic Rubric

Definition: ​A rubric lists specific guidelines for the criteria to earn a certain grade on an
assignment. The rubric criteria will be designed around the desired learning outcomes.

Rationale: ​In the music classroom, the rubric shows students exactly what is going to be
expected of them in a performance. Since the guidelines are specific, the teacher can give a fair
grade based on the categories and students can see specifically what they need to improve upon.
The rubric also allows for comments for the students to see what could have been improved.

Implementation: ​Periodically throughout the concert block, the teacher will record the concert
music during class at various stages of a piece’s development. Then, students will fill out the
KSHSAA ensemble rubric according to what they heard in their own playing. They will also
provide any additional comments at the bottom of the page and address how they will go about
improving in certain areas or how the band can improve overall.

Validity: ​The teacher and the student can clearly see the requirements of the performance (or
assignment) and what must be done in order to earn full points.

Analysis: ​With the students grading their own performance, the teacher can see what they think
needs to be improved upon and address it in lessons in the future. Additionally, this allows the
teacher to view student comprehension of music. If students are not accurately describing certain
ideas, they may need further work in identifying and discussing those concepts.

Example: ​KSHSAA Large Ensemble Rubric

http://www.kshsaa.org/Public/Music/PDF/Band.pdf
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3. Sticker Board

Definition: ​A sticker board is a list of tasks that lead up to an intrinsic or extrinsic reward rather
than a formal grade. To earn a sticker, a student must show that they did what was required of
them for a certain task on the sticker board.

Rationale: ​A sticker board provides a simple tool of assessment for students through being both
a visible reminder of your progress and providing the satisfaction of completing each step. A
sticker board can be used in a variety of different ways as well. (memorization checks, practice
time checks, progress on recording/SmartMusic assignments, etc…)

Implementation: ​Over the course of the semester, students will earn a star sticker next to their
name as they work towards completing each recording assignment. At the end of the semester,
each student should have every section filled with a sticker.

Validity: ​The sticker board gives each student a certain amount of control on the time frame in
which they complete assignments but encourages students to complete them as it provides a
certain extrinsic motivation factor as they progress or if they are behind, they are pushed by
seeing their peer’s progress.

Analysis: ​A sticker board is a great way to promote lifelong good habits of time-management
and self-accountability.

Example: ​Sticker Board Format (names will go on the left-hand side, recording assignments
(with recommended due dates) will go on the top)
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4. Take-Home Tests

Definition: ​A test with multiple question formats that the teacher has created based off of the
content the students have been learning during a particular time frame or section of a text.

Rationale: ​Take-home tests allow students an opportunity to test learned knowledge in a more
controlled setting. Take-home tests provide the teacher with an in-depth look at the student’s
comprehension and understanding of the concepts/topics at hand.

Implementation: ​At the end of every month, the students will be assigned a take-home test over
musical concepts and their pieces they are currently rehearsing. The students may use their own
notes, their music, and work with peers.

Validity: ​A take-home test promotes that the students truly understand the content without the
pressure of an in-class test. It also allows students the opportunity to connect and identify the
correct resource to help them answer questions on the test.

Analysis: ​The teacher can plan future instruction based on the results of these tests, and the
students are not intimidated by the amount of work needed to put into achieving a high grade.

Example: ​The Take-Home test will be comprised of 13 questions in the following format:

5 True/False Questions 5 pts

5 Multiple Choice Questions 10 pts
3 Short Answer Questions 12 pts
Total Points: 27 pts
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5. Self/Peer Evaluation

Definition: ​Students will evaluate themselves or their peers on performance in rehearsal,

concerts, or individual practice sessions.

Rationale: ​Self/Peer assessment is an important way for students to hold themselves, or their
peers accountable for their performance/work. This assessment tool also helps the teacher gauge
the student’s understanding of the concepts, based on the feedback/comments they give
themselves or their peers.

Implementation:​ Throughout the concert block, students will be tasked with filling out a
self-evaluation sheet at the end of one practice session each week. This evaluation will contain
several prompts to help guide their thought process.

Validity: ​The teacher should introduce this when they know the students can self-assess
effectively by understanding a wide range of musical concepts. If that prerequisite is in place,
they will then hold themselves to a higher standard of expectation.

Analysis: ​Through self-assessment, the teacher can see what the students understand and what
they believe they need to work on.

Example: ​Post-Practice Self Eval

How did I feel about my playing today?

What went really well?

What didn’t go well?

How can you go about improving what didn’t go well?

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6. Journal entry

Definition: ​A short written entry that allows a student to reflect on what they have learned in
class. The journal entry could also be written from a specific prompt given by the teacher that
challenges them to think about musical concepts being addressed.

Rationale: ​A journal entry allows students creative freedom to write in their own voice their
opinions and thoughts over the class period. Reading their opinions and thoughts allows the
teacher to know what could be changed in the future as well as the current knowledge.

Implementation: ​At the end of every week, the students will write one paragraph about what
they learned that week or answer a given prompt.

Validity: ​Journaling, when carefully designed and implemented with meaningful prompts and
consistent application, is a strong way to assess students’ understanding and musical literacy. If
students are able to talk about the musical concepts in a manner fitting of the concept, the teacher
can gauge student comprehension.

Analysis: ​When reviewing the journals, the teacher can look into the descriptions used and the
connections made to judge whether a student understands the concept, and to tell if they put
effort into the entries.

Example:

Prompt: ​Listen to David Holsinger’s ​On a Hymnsong of Philip Bliss.​ Compare this with the
piece his piece we are playing now ​A Childhood Hymn​. What are the similarities? Differences?
What sticks out to you?
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7. Exit Ticket

Definition: ​A short prompt with 1-3 questions presented at the end of a class period that the
students answer about the day’s rehearsal.

Rationale: ​Exit tickets are a fast and easy way to assess what students know and what they do
not know, and can help give the teacher guidance on what might need to be addressed again in
the next lesson.

Implementation: ​At the end of the class period, the teacher will pass out slips of paper with 1-3
questions regarding the context of the lesson and student comprehension. This may also be
presented electronically, such as through a Google form. The students will leave their responses
by the door as they leave the classroom or immediately submit them when completed.

Validity: ​Exit tickets provide an easy way to inform the teacher of student comprehension, as
well as guide how the teacher should approach the next lesson.

Analysis: ​Exit tickets are a quick yet substantial formative assessment.

Example: ​Section performance

Where do you think the section is struggling most? Why?

What can the section do to improve this?

What can I do to improve this?

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8. Essay

Definition: ​A thorough and written paper covering a given or selected topic that conveys
complete student understanding.

Rationale: ​Essays provide students with a way to further their understanding of a piece, concept,
or time period. Writing the essay also provides the teacher with the context of what the students
know and understand about the music or concepts. This assessment also provides a
cross-curricular with English/Language Arts.

Implementation: ​Each concert block, students will be allowed to choose one piece of their
choice from the concert repertoire and write an essay over the piece. The paper must be at
minimum one page long, double-spaced, with proper grammar, terminology, and spelling in
MLA formatting. These essays should include information about the composer, the history of the
piece, the meaning/design of the piece, musical concepts present in the piece, and other relevant
information.

Validity: ​Writing an essay provides students the opportunity to learn how to research a topic and
write about it. Additionally, it improves communication through writing. Writing an essay
promotes students to learn new information on their own.

Analysis: ​Essays are a great way to assess students’ knowledge by being able to get insight into
what they comprehend about a piece/composer it ties into English/Language Arts.

Example:
A Childhood Hymn b​ y David Holsinger

A Childhood Hymn​ was published in 1991 by composer David Holsinger. Born the day

after Christmas in 1945, David R. Holsinger is one of the most prolific composers of music for

wind band, with over eighty published works to his credit. Mr. Holsinger earned the Bachelor of

Music degree from Central Methodist College (MO) in 1967 and a master of music degree from

Central Missouri State University in 1974. Holsinger did additional graduate study at the

University of Kansas, where he was a staff arranger for the University Bands and conductor of

the Swing Choir. For fifteen years he was a music minister, worship leader, and

composer-in-residence at Shady Grove Church in Grand Prairie, TX. In 1999 he joined the
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School of Music faculty at Lee University, Cleveland, TN, as the conductor of the Lee

University Wind Ensemble; his duties include teaching advanced instrumental conducting and

composition.

Holsinger has twice won the ABA-Ostwald composition prize: in 1982 for The Armies of

the Omnipresent Otserf, and again in 1986 for In the Spring at the Time When Kings Go Off to

War. Holsinger has won many other honors for his composing and teaching; he is affiliated with

or has been made an honorary member of, most of the organizations in his profession, including

the American Bandmasters Association, Kappa Kappa Psi, Phi Mu Alpha Sinfonia, and the

Women’s National Band Directors Association (honorary membership). Other notable pieces by

David Holsinger include ​On a Hymnsong by Philip Bliss​ and ​Liturgical Dances

The piece is a setting of the hymn “Jesus Loves Me”. The words to “Jesus Loves Me”

were written by Anna Warner in 1860. The hymn was inspired by an incident detailed in the

novel entitled Say and Seal written by her sister, Susan Warner. William B. Bradbury composed

the music in 1862; it was he who added the chorus, composing the words as well as the music. A

Childhood Hymn never quotes “Jesus Loves Me” exactly, although the melody is recognizable

immediately in the introduction. This work is not in the tradition of the chorale prelude.

Holsinger simply presents two stanzas with an intervening refrain and other appropriate

connecting material, using fresh harmonies to give young players the opportunity to develop tone

quality and expressive playing. The composer wrote this work, in part, to provide young students

an opportunity to work on sustained playing, legato articulations, and maintaining a centered

sound, with a good pitch, at a variety of dynamic levels.