Assessment in the Music Classroom

Assessment Types
Class Discussion

Students will participate in dedicated class discussion meaningfully at least once. Meaningful
participation requires a full thought, not simply a one-word answer. Students must feel as though they
have a voice, and their thoughts can be heard. This assessment helps assess how students are retaining and
interpreting previously taught and discussed concepts based on their input.

Recording Assignments

Students will submit recording assignments in groups of three or four on passages from class repertoire
and graded by a rubric on pitch, rhythm, and expressive accuracy. This will allow an accurate gauge of
problem spots in music and what aspects of music students are having trouble with, both in general and
specific to a piece of music.

Music Marking

Students will have their music checked for whether they have it and whether there are appropriate
expressive and musical markings as discussed in class. By checking music, students are encouraged to
actually mark in it, and be more successful in remembering expressive and musical elements that will
make them more effective musicians.

Notebook Reflections

Students will have dedicated class time to write their thoughts and reflections on performances and
rehearsal and fill out self-reflective rubrics. By checking whether they have completed these assignments,
it will encourage them to do so and to relay their thoughts and feelings onto the page. Later, students can
look back on these reflections to see how they have improved and where they can continue to improve.

Sight Singing

Students will have daily sight singing war- ups, and period individual assessments to determine retention
in strategies and techniques of sight singing. This assessment will show what musical aspects provide
challenges to their music literacy and what can be worked on more often in daily warmups to provide for
success.
Written Exams

Students will be administered formal written exams at the middle and end of the semester to gauge basic
music theory skills and music literacy. These exams are a way to determine music literacy on the page
and see what elements of music students need to work on recognizing on the page.

Class Performance

Students will perform pieces of class repertoire in small groups for the class and graded by a rubric for
pitch, rhythm, and expressive accuracy. This assessment shows that students are independent in their
music making with the support of a few peers and that they are confident in the musical aspect of their
voice parts.

Composition Projects

Students will have opportunities for small melodic composition throughout the semester and be graded by
a rubric on their final draft. Students will perform these melodies solo or in small, formed groups. This
assessment allows students to showcase their creativity while assessing how they have retained and
internalized basic music theory and composition knowledge.

Implementation of Assessment
Class Discussion

Students will be aware of the assessment because I will verbally dedicate class time to discussion. If
students do not respond on their own, I will give them opportunity by calling on them individually to hear
their thoughts. When a student responds with a full thought and not a one-word answer, I will mark their
name on the roster for participation credit. Based on input from the class, we may have more discussions
in the week of instruction than is usual or add in a lesson for specific musical elements that are not fully
understood by students.

Recording Assignments

Students will have dedicated class time to form small groups within their section and record an assigned
passage of class repertoire on solfege. Students will be asked to use video so I can see them, unless
specifically allowed otherwise. I will give assignments on more difficult passages of class repertoire and
adjust rehearsal time according to students’ accuracy in the results of the assessment.
Music Marking

Students will constantly be reminded to mark their music, as well as have a pencil at all times. Music
checks will be on a consistent schedule so that students are prepared, for example, every other Monday.
Students will show their music on a specific piece and I will check that they have it and that they have
been marking their music with discussed expressive and musical elements. After assessment, I will use
class time to discuss anything that I feel was largely lacking from their music and why it is important that
we remember these elements.

Notebook Reflections

Students will keep their notebooks in a class stack and will gather them when I indicate we will do a
notebook reflection. If students need to take their notebooks home for later reflection, I will direct them
to. Based on students’ self-reflection and written thoughts, I can direct rehearsal according to the needs
and desires of the ensemble.

Sight Singing

Students will have consistent assessment of individual sight singing ability, for example, the first Friday
of each month. Students will be graded off a rubric and percentage of pitch and rhythmic accuracy. Any
indicated trouble spots can be incorporated into daily warm up for more effective mastery.

Written Exams

Students will be given written exams twice a semester based on basic music theory and music literacy
skills. The students will be aware of test dates well in advance and given studying materials. I will focus
some lessons on music literacy based on the aspects that caused the most confusion in the written exam.

Class Performance

Students will be assessed in small groups on class repertoire. Unless specifically allowed otherwise,
students will perform in class and be aware of the performance date well in advance, with designated
class time to rehearse in their small groups. This assessment will allow me to see how comfortable
students are in their individual music making and provide more opportunities to cater to their needs in
lessons and class time. Any problem spots in the group will be an issue for the entire ensemble, so
rehearsal time will be dedicated to those spots for effective mastery.
Composition Projects

Students will be graded on their composition projects at designated due dates of initial ideas, rough drafts,
and final drafts. Students will be aware of these deadlines well in advance. The final draft will also be a
presentation in solo or small group form and be graded on a rubric of musical requirements. The initial
idea and rough draft phases will be graded on completion and given back with suggestions and feedback.
This assessment will allow me to see how students have gone from each checkpoint to the next, and what
aspects I can cover again to ensure understanding and retention.

Examples of Assessment
Class Discussion

Students will listen to a piece of class repertoire and reflect on prompts in their notebook. How does this
piece make me feel? Does the text align with the mood of the music? Is the piece legato or articulate, or
does it change? Students will then contribute to class discussion based on their prompts and any new
ideas prompted by the discussion.

Recording Assignments

Students will be put into small groups within their section and asked to record a teacher selected difficult
passage from class repertoire on solfege with pitch and rhythmic accuracy. They will submit their
recordings by the end of class for review.

Music Marking

Students will have their music prepared for review every Monday. I will have a checklist of discussed
musical and expressive elements from the previous week and will check for solfege. If anything is
missing from the majority of students, we will cover that area with dedicated class time.

Notebook Reflections

Students will have many opportunities for notebook reflections within class discussion and recording
assignments. Before class performances, students will record their groups and fill out a rubric within their
notebook. They will also fill out a rubric for a recording of the live performance and write a reflection on
improvement and the experience as a whole.
Sight Singing

Students will be exposed to sight singing in daily warm-ups and the first Friday of each month will come
into a practice room or my office to sight sing a short melody on solfege. Students will be graded with a
rubric that they will then place in their notebook to keep track of improvement throughout the semester.

Written Exams

Students will separate throughout the room and take a written test. Subjects can include, key signatures,
note identification, interval identification, writing in solfege, and rhythmic durations. They will have half
of the class to complete the midterm exam and the entire class to complete the final exam which will
contain more elements.

Class Performances

Students will be divided into groups based on voice part and preference of which piece they would like to
perform. Each song from class repertoire will be represented by at least one group depending on class
size. Students will be given class time to rehearse within their group. During rehearsal, they will make a
recording and fill out a rubric. They will also record their live performance and fill out a rubric and
reflection based on that performance and improvement throughout the rehearsal process.

Composition Projects

Students will be given criteria for a melodic composition. These criteria can include, 16 measures, at least
two leaps greater than a 3rd, starting and ending on Do, and a maximum of two whole notes. Students will
submit ideas for their composition such as key and rhythm, or an initial rough draft. After feedback,
students will submit an official rough draft for review. Using feedback on their rough draft, they will
finalize their composition and perform it for the class as a solo or using peers to form a small group.