Assessment Portfolio

Middle School Band

Julia McCabe
MUSIC 512
Fall 2021
 #1 Question of the Day

Definition: Each day, a short question will be written on the board as students
enter the room. Students will have a different way to answer questions each day.
This can be done on a small piece of paper to turn in, writing in their music,
writing in their journal, or even answering right back on the board. Students will
have the opportunity to discuss with their peers to figure out the correct
answer(s).

Rationale: Having this assessment each day allows the teacher to assess a variety
of different topics and standards. Questions about rhythms, key signatures, time
signatures, music terminology, tuning questions, or even about opinions the
music they are learning.

Implementation
Protocol: Every day a new question will be on the board. This will be the bell work for middle school
band. In most cases, students enter the room and assemble their instruments, they will be able to
discuss the bell work with their fellow section mates before submitting an answer.

Reliability: While students will have the ability to discuss in some cases, there will be other cases where
students may answer privately or before discussion with friends. This ensures that students are being
assessed on different topics with several different kinds of assessment. The teacher is also able to see if
students, overall, know the material, or if it is a select group of students who understand the material
being taught.

Validity: Each day, a new question will be asked in a different area of music. This allows the teacher to
adjust teaching methods to ensure that all students understand the materials. Students can also let the
teacher know verbally if they do not understand a concept, as this assessment is not standard-based.

Assessment and Adjustment: The teacher will be able to assess and address students immediately after
receiving class feedback via the bellwork. The teacher will adjust content based on the assessment
results.

Example
Below, I have created a mock layout of example questions that I might ask my students during a week of
middle school band, assuming 6th grade meets every day, and 7th grade and 8th grade bands meet every
other day.
 Question of the Day (Week of 12/13)
Monday Question Answer Response Type
How many beats do two Sticky note (I have written their
names on the sticky notes prior
6th Grade Band eighth notes get? 1 beat.
to classtime.) Teacher picks up
during breathing exercises.
Sticky note color: yellow
Sticky note (I have written their
names on the sticky notes prior
7th Grade Band How many beats do four 1 beat.
to classtime.) Teacher picks up
sixteenth notes get? during breathing exercises.
Sticky note color: orange

Tuesday Question Answer Response Type

Which time signature has four
quarter notes per measure?
4/4 Put a tally on the
6th Grade Band board.
8th Grade Band Which time signature has five
quarter notes per measure?
5/4 Put a tally on the
board.

Wednesday Question Answer Response Type

Draw an “A” Drawn by students Index card (I have written their
names on the index card prior
6th Grade Band
to classtime.) Teacher picks up
during breathing exercises.
Which time signature has two 2/4 Put a tally on the
quarter notes per measure?
7th Grade Band board.

Thursday Question Answer Response Type

6th Grade What do we call a set A Scale Close your eyes and
of notes within a raise your hand. Then
certain key? we will discuss as a
class.
8th Grade Band Draw a concert “F” Drawn by students Index card (I have written their
names on the index card prior
scale on YOUR to classtime.) Teacher picks up
instrument. during breathing exercises.

Friday Question Answer Response Type

6 Grade Band
th
In your journal, write
down three dynamic
volumes and what they
mean.
In your journal, tell me
7th Grade Band which piece on our
concert was your
favorite and why.
P – soft In journals. Teacher will
MF – kind of soft pick up journals
F - loud following the class
period.
Opinion of Students In journals. Teacher will
pick up journals
following the class
period.
 #2 Exit Tickets

Definition: An exit ticket is a short response or form that students must fill out
prior to leaving the classroom. These assessments are short and concise, only
asking a question or two. Exit tickets test comprehension skills.

Rationale: Exit tickets are not only an assessment of students, but also an
assessment of teachers. These tickets are low-stress, and are based on what has
just been talked about or discussed in the classroom. These exit tickets will help
influence adjustment for the next lesson plan.

Implementation
Protocol: Students will have the exit ticket on their stand, or will be asked to write it on a sticky note
that is handed out during class. Students will turn in the exit ticket as they begin to leave class.

Reliability: Students should be asked questions that relate to the content being taught, not content
outside of the box. Assessment is apparent within questions of terminology and musical ideals.

Validity: Students should not be asked questions that they will not know the answers to. It is also
important that students are not graded on their exit ticket responses. These tickets should be used to
assess, not grade.

Assessment and Adjustment: The method in which the exit ticket is issued may be adjusted. Questions
should be within the boundaries of the ensembles capabilities.

Example
Here are some example questions that might be on an exit ticket.

• Describe what an accelerando is.

• When the conductor begins to make smaller motions, what should the ensemble do?
• How many quarter notes are in 5/4 time?
• How can the ensemble improve its tone?
• What do we play to help us remember our key signatures?
• Describe what a tempo is.
 #3 Scale and Technique Recordings

Definition: These recordings are formative assessments of students’ abilities to

perform scales and small excerpts utilizing all musical concepts. By the end of 8th
grade, all students will be able to perform a 1-octave or 2-octave major scale,
depending on key, in all 12 major keys. Students will submit their recordings on
either the school’s virtual classroom platform, or on Seesaw.

Rationale: Having all 12 major scales on your instrument is very useful to the high
school player. By working on these scales throughout the middle school
ensembles, students will learn and retain these skills. Students are encouraged to
record videos with their eyes closed. The top three (or more, if there is a tie)
students who have the most points (videos turned in on time, accuracy) will
receive a prize.

Implementation
Protocol: Each week, a new scale or excerpt video assignment will become available. Students will have
two weeks to turn in each assignment. The student will receive fifteen points for each video: 5 for note
accuracy, 5 for rhythm accuracy, 5 for timeliness and using a tuner.

Reliability: The rubric will remain the same for each recording, as we are focusing on correct notes and
rhythms. If a student turns in a poorly done video, there will be opportunity for retesting. Consistency in
measurement is applied by allowing students plenty of time to record, offering help outside of class, and
giving students the chance to retest for a higher score.

Validity: The overall rubric will remain the same for each recording, however, grading per instrument
may be different depending on the instruments’ tendencies and capabilities at this young age.
Occasionally, students will interact with their videos by replying comments to guided questions.

Assessment and Adjustment: After testing each video, the teacher can make adjustments to the
schedule or patterns being taught.

Example
Below is an example of a scale video assignment I assigned a private lesson student during virtual
learning. I told them which Major scale to perform, and even found a rhythm pattern in a method book
for them to use as a reference. I am also providing an example of an excerpt students may record.
 #4 Journal/Log

Definition: Each student is given an empty composition notebook at the

beginning of the year. In this book, they will document and summarize things that
they think are important from the band classroom. Students may also use these
journals for practice logs, music history and theory lessons, reflection work, and
any other musical notes they would like to include.

Rationale: Each week the teacher requires at least one assignment to be included
into the journal. Each nine weeks, teacher has students turn the journals in and
reads them to see what key points they are taking from class. Students will be
able to write what they are thinking and not be worried about what their
classmates may think.
Implementation
Protocol: Students will have a journal prompt at least once a week. There should be a minimum of nine
entries per nine weeks. Students will be aware that other students are not allowed to read one
anothers’ journals, and only the teacher will see them.

Reliability: By having a journal sequence, the teacher is able to make sure thay students can properly
spell terminology and is improving professionalism by writing in full sentences and thoughts. Students
will be writing weekly at a bare minimum, so assessing students’ key take-aways is vital to finding out
what else needs to be taught.

Validity: Journaling allows students to share their inner thoughts and write down their biggest take-
aways. There will not be graded evaluation, as this is a shortened portfoilio of what they have learned
throughout the course of their band classes.

Assessment and Adjustment: Assessment is taken when seeing what students are highlighting in class.
Adjustment of the journal assessment will be made when/if students are writing too much or too little.

Example
Below are a few images of journal ideas that can be used in the band room. These photos are taken from Pinterest.
 #5 Seesaw Portfolio

Definition: Seesaw is a virtual classroom that is used to organize student

assignments, activities, and feedback from the teacher. This creates a portfolio for
both students and teachers to log and assess.

Rationale: Teachers and students alike can post video links, recordings,
reflections, and more on this virtual site. Parents are also able to access the
student portfolios to help them understand what the student needs to work on
for band class. Teachers may comment on student work to help individualize the
teaching for each student to ensure the best quality out of every ensemble
member.

Implementation
Protocol: Students will post videos and other creative assignments onto the Seesaw page for the
teacher to view and assess. Assignments can be used for chair placement, gradebook purposes, or just
to assess.

Reliability: By keeping a portolfio over a long time period, students will be able to visually and audibly
see progress and integrate self-assessment into the content posted.

Validity: Each student has justifiable progress at the rate they are most effectively progressing. By
requiring certain assignments to be uploaded on certain dates, every student will have the opportunity
to receive individual feedback.

Assessment and Adjustment: The Seesaw portfolio is most effective when used over a long period of
time. Ideally, students will remain in band throughout the entirety of their middle school career. Having
an adjustable portfolio of progress and achievement allows future teachers and future ensembles to be
aware of the students’ capabilities.

Example
Below are two examples of how I have used Seesaw in the past. First, my private saxophone lessons students.
Second, a summer saxophone seminar held virtually. On these portfolios I post my weekly comments, extra
resources and assignments, and my students upload photos and video recordings to share with me.
 #6 Daily Sightreading

Definition: Sightreading is the process of reading and playing/singing music

during the first time through. This process can be difficult for beginners, but with
reviewing methods such as STARS (Signatures, Tempo, Accidentals and
Articulation, Rhythm, Signs) students can identify the most important aspects of
the music before playing their first note.

Rationale: Requiring students to sightread every day is essential for the beginning
ensemble. Sightreading daily enforces good practice habits, technical aspects of
the instrument, and overall sense of pulse and rhythm. It also keep students from
burnout of the music of focus for the next performance.

Implementation
Protocol: When students attend class, they will have a piece of music on their stand or in their folder.
Sometimes, this may just be inside of their method books. This could be a scale exercise, technique
exercise, air and breathing exercise, or any other musial exercise.

Reliability: By sightreading daily, the ensemble will have healthy practice habits and learn new skills
each day. They will continue to learn the tendencies of their own instrument, as well as the players
around them.

Validity: The excerpts will be relevent to what students are learning. They may be in the same key
signature, the same time signature, or even be something from a piece students will be playing in a
couple of months.

Assessment and Adjustment: This is argueably the best judgement of a musician – both student and
teacher. Sightreading shows if students truly understand the musical topics. If students do not
understand these topics, then the teacher will re-evaluate and reintroduce the musical concepts. The
frequency and consistency of the sightreading exercises will help structure lesson plans, units, concert
blocks, and an entire year.

Example
Below is an example of an excerpt that could be easily integrated into a middle school band lesson.
 Sightreading 11/5

              

 
RMS Band


Oboe
Flute

                

Keyboard Percussion


 

Bassoon

 
        
 

       
B♭ Clarinet
Bass Clarinet

 
Tenor Saxophone

        
 

       
Alto Saxophone


Bari Saxophone



 

             
  
Horn in F

 
        
 

B♭ Trumpet        

                


 

Trombone

                


 

Euphonium
Tuba
 
 #7 Among Us

Definition: Among Us is a popular application and video game that swooped the
world during the COVID-19 pandemic. In this game, players are assigned the
Imposter or the Crewmate. Impostors eliminate Crewmates, and Crewmates try
to discover who the Impostors are to win the game.

Rationale: Bringing a popular game into the classroom is a great motivation and
leadership opportunity for students. It also allows students to communicate,
collaborate, and cooperate.
Implementation
Protocol: Students will walk into the room and be handed a notecard. Each notecard will say “Impostor”
or “Crewmate”. If their card says “Impostor”, the student will play excerpts incorrectly, every few
measures, when we begin class. If their card says “Crewmate”, the student will play excerpts as correctly
and musically as possible. After running through the excerpts three times, all students will be asked if
they think they know who the impostor is. Students will write their answers on a piece of paper to be
folded and turned in at the front. Students will be addressed to not look at other students’ papers.
Teacher will then have Impostors “show” themselves.

Reliability: Error detection games provdide several measures of assessment, and this Among Us game is
no exception. Because some of the Crewmates will also make mistakes naturally, this allows students to
listen in and see who might be making the mistakes on purpose. This will also create higher awareness
to detail, so that other students do not believe they are the Impostor.

Validity: Measurement of this assessment allows the teacher to learn who is struggling and who is not.
A few students will mess up on accident, and other students may think they are the impostor and try to
“eliminate” them. Students will not read what other students wrote, but the teacher will. This allows the
teacher to see who to pay attention to and give a little more help in the classroom.

Assessment and Adjustment: This assessment can be adjusted to other areas of the music classroom
such as putting instruments on correctly, correct behavior in the class, and more. During scale run-
throughs, students can walk around the room so that they are not only next to members of this section.
This allows for different listening and error-detection skills.

Example
Here I have a link to a website that provides the steps and list of materials to host a game of Music Among Us.
Among Us: Bringing the Popular Game into the Music Classroom | Midnight Music
 #8 musictheory.net

Definition: musictheory.net is a website in which musicians of all ages can test

their key signature identification, aural skills and other music theory topics.
Students can play these games inside or outside of the classroom.

Rationale: Computer games are a way for our visual learners to comprehend
music theory. The website also takes data and assessment of the person who is
playing the game, and scores can be recorded.

Implementation
Protocol: Best played when a subtitute teacher is in charge, theory games such as the ones on this site
can enhance interest for studying the foundations of music composition. To understand music theory is
to understand music composition.

Reliability: With the internet being only a tap away, students can play these games on their laptops,
tablets, or even their phones. Students will be asked to record their scores for the teacher.

Validity: These games are quantitative and not qualitative, providing accurate feedback from students.
Like the exit tickets, these assessments should not be put into the gradebook.

Assessment and Adjustment: The games can be adjusted to fit certain boundaries of music within the
settings of the game. The teacher must be aware of what they are wanting to assess, and make sure
students understand how to change these settings.

Example
Website link: musictheory.net

The games that would be best suited for the middle school band would be the following:

• Note Identification (musictheory.net)

• Key Signature Identification (musictheory.net)
• Note Construction (musictheory.net)
• Scale Identification (musictheory.net)