Assessment Portfolio
By Nathan Ottens
Oct. 2020
Annotated List
Performance Rubric
A performance rubric is a set of defined criteria that uses a level of proficiency to provide
the teacher and student with an accurate assessment of the student’s skills on that particular unit,
lesson or concept. Rubrics can be a popular form of assessment because they can both provide
the student with a defined listing of what the teacher expects as well as giving the teacher a
consistent measurement for each student’s progress. Rubrics can also give students a look at
what the teacher will be assessing beforehand so that they are able to prepare. Rubrics can be
used throughout the classroom for a variety of lessons and assessments. One intent that I have for
using performance rubrics to have a written documentation of the student’s understanding of a
unit through a post assessment. This can also be used for unit pre-assessments, projects, and
everyday assignments.
Rating Scales
Rating scales are often seen as a one through four set of ranking to determine the
accomplishment of a student on a particular performance. Rating scales are often accompanied
by feedback, either written in comments or written on the rating scale itself. Providing students
with a rating on their performance gives them a guideline for their accomplishment and how they
rate compared to a set standard along with comments for needed improvements and compliments
for what was done well. One common rating scale used in a music classroom is the rating scales
seen at competitions where judges evaluate and make comments on a student’s performance.
Individual Playing Tests
A playing test is a prepared excerpt from a piece of music to determine the student’s
ability and proficiency on that section of music. The reasoning for this is to allow the teacher to
assess each student on an individual level. Based on these individual assessments, the teacher is
able to determine what additional instruction could be given to assist the students to reach a
better understanding of that concept. My intent for playing tests is to have the students prepare a
selection like the second movement of Holst’s “Second Suite in F”. Individual playing tests can
be both played in person or recorded allowing flexibility to meet time constraints. Playing tests
allow the teacher to assess each student’s musical ability on an individual level.
Written Test
A written test can be a short answer, multiple choice, true/false, or short essay over any
knowledge gained throughout the curriculum. This type of test allows the teacher to evaluate
each student’s knowledge and understanding of presented material. Written tests allow each
student to be assessed individually to ensure their understanding of concepts covered throughout
the curriculum. This information gives the teacher a view of whether or not students are
comprehending the presented material or if it needs to be readdressed in another way. This could
be an exam given at the end of a unit over chord structure testing students on their knowledge of
how to construct chords as well as the different combinations used in chord creation.
Peer Assessment
A definition of peer assessment is students working together in a group to evaluate each
other’s musical abilities and performances. This type of group assessment gets students to listen
carefully to performances and determine what is done well and what needs to be improved upon.
Peer assessment allows students to think deeply and critically about what they are hearing and, in
turn, using that analytical skill and knowledge gained to improve their own playing. A good
example of this is having the sections in the band perform peer assessment after a run through of
a piece of music or during sectionals. Using this would allow students to make corrections to
their musical techniques as well as getting a deeper understanding of musical ideas.
Self-assessment
Self-assessment encourages a student to critically listen to and analyze their own
performance and knowledge to determine what was done well or needs improvement. Self-
assessment is important to give the students a chance to think about their own performance so
that they develop a deeper awareness of their playing abilities and techniques. Having a student
record their playing of a piece and listening to their own recording makes them more aware of
what and how they are playing. Self-assessment would also include a student writing comments
about how they feel about their playing ability.
Sight Reading
A definition of sight reading is looking at a new piece of music and playing it without
preparation ahead of time. The purpose of sight reading is to assess the student’s ability to
perform various musical concepts like rhythms and notes without practice. This can often give
the teacher a raw understanding of the student’s musical abilities and what concepts need to be
revisited and taught more in depth. Having the student do a sight reading of a new piece of music
such as “As Tears Fall on Dawn’s New Light” by Saucedo which includes multiple time
signatures will permit me to assess the student’s abilities to play correct notes, correct rhythms,
and to maintain time through changing time signatures.
Journal/Exit Tickets
Exit tickets are written questionnaires that students are able to fill out at the end of class
to reflect on the knowledge that they gained throughout the class. This can be used to inform the
teacher of how the students feel about the day’s lesson and what some students may want to
cover again in the future. An example of this would be asking the students the questions of
“What did you feel good about today?”, “What could be improved upon?”, or “What is one take-
away from today?” This direct line of communication between the students and teacher can
allow for the students to ask direct questions as well as giving the teacher assistance when
adjusting the lesson sequence based on the students’ understanding.
Small Group Performances
Small group performances, like chamber ensembles, have a limited number of performers
requiring each performer to know and play their part well without relying on others. Listening to
students in a small group performance would provide me as their teacher an opportunity to hear
and determine more readily each student’s ability when their playing is not overshadowed by or
being led and assisted by others.
Implementation:
Performance Rubric
The main point of a performance rubric is to document the student’s understanding and
skills. Since the rubric contains a concise listing of measurements of ability based on the
coursework, an assessment that is documented with a rubric can be one of the most valuable and
reliable assessments. To implement this assessment, the teacher would listen to a performance
and then complete the rubric indicating a student’s proficiency on the various criteria outlined in
the rubric. After studying the written results, the teacher would make adjustments to classroom
lessons based off of the documented outcome of the assessments. Those adjusted lessons would
supply additional instruction to assist the students in a better understanding of the skills that
needed improvement.
Rating Scales
In my classroom, I will implement rating scales for individual and group performances
using statewide standards to document my students’ musical abilities throughout the year. To
allow for reliability and validity, I will set these rating scales up to follow state standards so that
each student is rated with the same criteria. After a group performance, I will fill out the rating
scale to document my ensemble’s progression as musicians. At any point in the year, the
documented musical progression will assist me in adjusting lessons to promote my students’
learning.
Individual Playing Tests
When it comes to individual playing tests, I will implement them on a schedule adding
more to the calendar as needed to fit my students’ needs. Playing tests will be either recorded and
submitted via canvas or performed in-person at a designated time. The implementation of
playing tests will be subject to adjustments based off of the size of the band and the number of
music staff needed to complete in-person playing tests. Feedback on the tests will be given to
guide my students in their future practicing as well as being used to assist in the planning of
future lessons for the need of the students. There will be a standard list of what I am listening for
within each assigned excerpt that will be announced to the students ahead of time to allow them
to know how to prepare to be successful.
Written Test
I will implement written tests after lessons that include subjects such as an in-depth look
at music theory. Tests will vary in size and will be passed out in class with appropriate time
given to answer the questions. Tests will include a variety of types of questions with no collusion
between students and no notes allowed during the test. After tests are completed, they will be
handed in to the teacher. Those tests will be graded, documented, and returned to the students.
After returning the tests to the students, the tests will be reviewed in class so students can learn
the correct responses. The students will be permitted to keep the tests to use as future learning
tools. Over the years, the tests will be revisited and modified to keep their validity to be current
with the teaching in the class.
Peer Assessment
One way that I will implement peer assessment is through sectionals. After sectionals, I
will ask students to analyze their playing and provide constructive feedback to their peers to
assist with their musical progression. To maintain the validity of peer assessment, I will be
visiting each sectional to assist in providing feedback in a positive and constructive way. If the
peers are not able to follow the guidelines set forth for assessments, I as a teacher will help guide
them in learning how to become proficient at assessing their peers in a helpful way.
Self-assessment
To implement self-assessment, students will be asked to make a recording of a current
musical excerpt studied in the class or listen to a recording of a group performance. Students will
be given a rubric/rating scale to assess their recordings. Included in that rating scale will be
items like rhythmic abilities, technique ability, extended techniques like trills, vibrato, etc. if
applicable. Along with filling out this documentation, students will add comments about their
thoughts of their performance as well as improvements that can be made. These assessments will
be given to students after both individual and group performances to allow for a deeper
understanding of their musical abilities throughout the curriculum. After completion of the self-
assessment and review by the teacher, the assessments will be returned to the students for their
use to assist with their self-evaluations in the future so they can become aware of their growth in
musical ability.
Sight Reading
Sight reading in my class will be used as either an individual or a group assessment of
musical ideas and techniques. When doing a group assessment, a piece of music new to the
students will be passed out at the beginning of class. Students will be given one minute to
individually assess the musical piece for any information that they would find helpful on the first
run through. After the minute, I will begin conducting the piece as the students play the piece
together to the best of their ability using their previously gained musical knowledge and
technical abilities to play at the highest level possible. I will use the knowledge gained from this
performance to assess the playing ability of the students. This knowledge will assist me in
understanding my students’ comfort levels with all musical techniques that were included in the
piece and will guide me to add instruction as needed to improve their abilities.
Journal/Exit Tickets
In my class journal and exit tickets will play a vital role of communication between the
student and the teacher. In my classroom, students will complete a journal/exit ticket at the end
of the last class period every week. Included on these exit tickets will be various questions like
“What did you feel good about this week?”, “What could be improved upon?”, “What is one
take-away from this week?”, and “Do you have any questions?” After completing the exit ticket,
the papers will be handed in to me. After reviewing what the students wrote, the exit tickets will
be placed in each student’s file. Common questions that were asked will be addressed in class.
Other questions will either be address in an email to the student or in a private conversation.
Questions on the exit ticket will be changed or adjusted to be pertinent class content and to the
students’ abilities and progression in the classroom.
Small Group Performances
Small group performances will be implemented throughout the curriculum to provide the
students with another means of learning musical ideas and practicing musical technique and
abilities. Small groups will be selected via needs of instrumentation with rehearsals taking place
on a bi-weekly schedule for the last thirty minutes of class. Similar to small group assignments in
other classes, small group performances help to display each student’s individual knowledge for
the teacher to assess each student’s musical techniques and abilities without their playing being
overshadowed by others. Students will then perform their small group pieces alongside the large
ensemble concerts. Small group performances not only assist students in becoming more
comfortable playing “one to a part”, but it also will assist me as the teacher to be able to assess
each individual’s playing abilities and adjust their instruction as needed. Validity of this
assessment focuses on the teacher’s ability to assess each student’s individual musical talents
with similar criteria for all students.
Examples
Performance Rubric
It is important that rubrics have measured standards to grade students on. This is an
example rubric from a fourth grade unit on Ti
4 3 2 1
Ability to find Student can Student can Student can Student can
and sustain the perform the perform the perform the perform the
pitch pitches at or pitches at or pitches at or pitches at or
above 90% above 80% above 70% above 60%
proficiency proficiency proficiency proficiency
Ability to Student can label Student can label Student can label Student can label
correctly label the pitches at or the pitches at or the pitches at or the pitches at or
notes with above 90% above 80% above 70% above 60%
solfège proficiency proficiency proficiency proficiency
Rating Scales
Individual Playing Tests
Students will perform the second movement of Holst second suite in F. This assessment
tool allows the teacher to hear students individually in class. Each student will be rated with
either a rubric or rating scale (consistent throughout the class). Students will receive comments
to assist them in practicing and performing in the future.
Written Test
Peer Assessment
Students will follow a checklist when giving their stand partner constructive comments.
__ student used dynamics
__ student used proper rhythm
__ student used correct articulations
__ student played the musical phrases correctly
__ student played the correct notes
Additional comments:
Self-assessment
Students will record themselves playing the designated excerpt and fill out this checklist.
__ I used dynamics
__ I used proper rhythm
__ I used correct articulations
__ I played the musical phrases correctly
__ I played the correct notes
what I felt good about:
what I need help with:
Additional comments:
Sight Reading
Beginning general music students will be able to sight read this rendition of three blind
mice with only one minute to prepare.
Journal/Exit Tickets
Students will answer these three questions at the end of the day on Friday, with complete
sentences
“What did you feel good about today?”
“What could be improved upon?”
“What is one take-away from today?”
Additional Comments:
Small Group Performances
Small group performances is a great assessment tool as it gives the teacher another way
of assessing each individual student in a small group setting. small ensembles often are one to a
part making it very obvious to the teacher where adjustments may need to be made in future
lessons to assist students with musical ideas and techniques.
