NOVEMBER 10, 2021

ASSESSMENT PORTFOLIO

BAILEY TADDA
MUSIC 512
Recording Assignment Rubric used each time:
Name: Developing Understanding Proficient
1 2 3

Student has one foot on the
floor and back is not
Posture perfectly straight, but they
show effort in trying
Sound is being produced,
Tone but it has little to no support
behind the sound
Rhythm is inconstant
Rhythm throughout the excerpt
Student has both feet on the
floor and back is slouched and
relaxed, or legs are crossed
with a straight back. Only half
of the posture is present, but
effort is shown in the posture.
Sound is present with some
airiness to sound, but effort is
shown in attempting support of
the sound.
Some rhythms are missed, but
effort is shown in the overall
effect.
Total:
Posture is strong with both
feet on the floor, back
straight, and shoulders are
relaxed.
Sound is clear with strong air
support behind the sound.
Student shows effort in
learning new rhythms. All
rhythms are correct with
very few mistakes

This assessment is used for a middle school band ensemble. This is more of a pre-assessment
for the school year. The students will record a video playing a piece from their first concert
block as a foundation to compare growth throughout the school year. This rubric serves as an
assessment for both the educator and the student. The student can use the feedback from this
rubric and use it to advance their individual practice sessions. This helps student’s development
in the classroom because the rubric describes what I am looking for in regard to practice and
performance skills.

Research Project:
Criteria
1 2 3 4
Sometimes
Not able to Rarely able to Always able
Uses multiple able to find
find and use find and use to find and
resources to and use
various various use various
find various
resource resource resource
information. resource
media. media. media.
media.
Can extract Not able to Rarely able to Sometimes Always able
meaningful extract extract able to to compose
information information information extract paragraphs
from from from information that make
resources. resources. resources. from sense with
 resources. research.
Includes at
last four
none 1 2-3 4+
different text
features.
Project
appears to be
neat and
organized
Not at all A little Somewhat Always!
with good
attention to
punctuation
and spelling.
Total:
This rubric is made for a presentation for 8th grade band. The students will research a composer or
the time period the composer is from. This activity encourages students to learn about different
periods of music. I like to encourage the study of music history in my classroom, so my students
will research the topic on their own. Students have the freedom to choose how they present the
assignment, and how they research it. Multiple sources need to be used in order for the project to
be complete. More sources allow for qualitative and quantitative research for the presentation.
Because the class will be hearing these, the people in charge of the presentation need to make
sure they have as much information as possible.
 Celebrated
(typo)

Feedback:
This worksheet gives students the opportunity to include world music pedagogy into my
classroom. Studnets will learn about holidays and culture outside of their own. This allows them
to compare and contrast their world and opens up their eyes to new perspectives on holiday
celebrations. When learning about other cultures, it helps with understanding people. Studying
other holidays form different cultures and religions educate students about people from around
the world. This worksheet is used for peer assessment. When grading and looking over the
paper, the “grader” provides feedback and their thoughts on the subject. Students are able to
learn more about the other cultures doing peer assessment. They are able to read about
another culture they did not study.

Developing Understanding Proficient

1 2 3

Student occasionally performs

with a mature, focused
characteristic tone. Tone is
Tone
consistently thin or spread
throughout the range of
pitches played.
Pitches are mostly accurate and
Pitch/
secure, but there are repeated
Intonation
errors.
Rhythm durations are
sometimes performed
accurately. Errors are common
Rhythm
and not limited to a specific
rhythm. AND/OR Pulse is
frequently erratic
Student has one foot on the
floor and back is not perfectly back is slouched and relaxed, or legs are feet on the floor, back
straight, but they show effort in crossed with a straight back. Only half straight, and shoulders are
Posture
trying. No improvement has
been shown from the previous shown in the posture. Some
video.
Student sometimes performs with a
Student always performs
mature, focused characteristic tone.
with a mature, focused
Tone is thin or spread in extreme
characteristic tone.
ranges.
Pitches are mostly accurate and secure,
but there are isolated errors. Note-to- Pitches are always accurate
note intonation is mostly secure with and secure.
consistent minor lapses.
Rhythm durations are usually
Rhythm durations are always
performed accurately. Errors are
performed accurately with a
common or repeated. AND/OR Pulse is
consistent and secure pulse.
occasionally erratic.
Student has both feet on the floor and Posture is strong with both
of the posture is present, but effort is relaxed. Student has shown
great improvement since last
improvement has been seen. video.
Total:

This rubric is to assess students in the 8th grade band classroom in the middle of the year. This
measures growth from the beginning of the year to the middle of the year. It gives students
visual and verbal feedback from the educator on how they’ve seen growth throughout the year.
This is used for recorded assignments. Recorded assignments are beneficial to both director
and student. The director can visually and audibly see growth in their students from throughout
the year.
This assessment is for the students. They audibly listen to an important piece of music
repertoire to test their knowledge about music history. This assessment combines with art
culture because students get to think outside of the music and put down their visual
interpretation of what they are hearing. Doing an analysis from what they drew to what they
hear gets the students to think in depth about the music. After this assignment, they will see
the actual images that inspired Mussorgsky to write this piece. Those images compared to the
ones the students drew and explained will allow students to visualize the piece as they perform.
Coming up with an image will engage the audience into the performance so they can also
visualize what they students came up with. Music is interpretive, and this activity/assessment
tests the students ability to interpret music on their own.
This worksheet is used for self-assessment on a student’s playing ability. The student will record
themselves at the end of the semester and use the rubric from earlier to assess themselves. The
last recording will be compared to the first recording of the semester. Listening to and
reflecting on their own recordings will help students understand first hand how they improved
through the year. Sometimes it is easy to forget where you started, so having the first recording
on file and comparing it to the most recent recording will teach a student a lot about their
playing abilities on the instrument.

Name(s): Undeveloped Developing Understanding Proficient

0 1 2 3

There is nothing Student(s) use Student(s) use all Student(s) provide all
written down for the somewhat accurate accurate rhythms, and accurate rhythms, had
16th notes and no real rhythms, but they add at least one run of at least one run of
Rhythm rhythms were used. or miss more than two 16ths, but added or 16ths, and the
beats in a measure. missed at least one measures have the
beat to a measure. correct amount of
rhythms.
No phrase or word Student(s) word Student(s) use word Student(s) use
was chosen to match choice does not choice that somewhat accurate word or
Word Choice for 16th notes in the completely match the matches the 16th note phrase choice to match
16th notes written composition 16th notes, but they are rhythm, but the the 16th notes. The
present in the rhythm is used rhythm is used
composition. correctly in context. accurately in context.
Song does not meet The song is missing The song is missing at All of the measures
the 4-5 measure limit, more than two least one measure of are present and show
Length of song nor does it have one measures of composition. extra effort by
measure written in. composition. composing the full 5
measures or more.

Total:

Because students will be doing this lesson individually or in pairs, if they decide to go that route,
students will receive hands on interaction with the material. The teacher will provide words or
phrases on the board if students get stuck on word choice for their song. If they want to go past
the 4 to 5 measure limit, they can. Students will be assessed on their understanding of 16th notes
by their placement of the rhythm in their poem/song. It is expected to have at least one beat and
four consecutive 16ths. The composition will be written in 2/4 time to allow for less confusion
on the assignment. Examples will be provided on the board as well. Students are free to add
instrumentation, pitches, or it can just be spoken if they desire. This rubric measures the overall
output of an elementary school composition. This rubric provides guidelines for the assignment
that the students have to follow. The assignment itself is to make sure the students are gaining
the grasp of 16th notes. By having a strict rubric, students will know what I am looking for in
terms of their understanding of the concept.
Members: Learning Developing Understanding Proficient
1 2 3 4
Rhythmic Notation No unique rhythm Students used unique N/A Students were able
was present, and notation, but little to no to use multiple
showed little effort variety in use of ties or forms of
in creativity. syncopation were syncopation and
present. used a wide variety
of rhythmic
notation.

Use of articulation No articulation styles Articulation styles were More than one style All styles of
styles were present except present, but only one of articulation was articulation were
the regular legato form of articulation was used, but not all used, some more
articulation used. styles were present. than once.
Overall performance Effort was present in Extra effort from
and group work N/A the final notated N/A all members of the
product, but little group were present
practice was put into in the final product,
the final performance. and practice was
put into the final
performance.
Total:

For one lesson, 8th grade band students will compose an 8 measure piece using syncopation,
dynamics, and different articulations that the ensemble has studied in preparation for playing
“Mechanism”. They will use everything already addressed in the warm ups and activities done in
class. Using the G minor or Bb Major scale, students will incorporate those notes into their small
composition. A lesson like this engages students because they can collaborate with peers and
they can apply the knowledge learned in the class. It also encourages diverse thinking within
each group. Part of the assessment will be ranked on notation, articulation style, work ethic in the
pairs, and overall performance. Each block of content within the final project tests students’
abilities for composition. This assessment grades on the use of everything the class has learned
over the year and combines it into group work. Group projects encourage collaboration,
teamwork, and leadership skills. I am grading on collaboration because I want my students to
hands on experience group work. This assessment focuses on skills that will be continued to be
used both inside and outside the classroom setting.