A presentation by NCSU Music Teachers

Music assessment methods Student progress Teaching

I wonder how consistent district music assessments will impact our students’ investment in their own skills development?

I wonder how our assessments will impact our instruction?

4th Grade Band and Chorus Students

CATEGORY 4 – Exceeds Standard

3 – Meets Standard

2 – Approaching Standard

1 – Below Standard

Pitch Virtually no errors in pitch

Stays in tune most of the time

Some accurate pitches, some errors

Very few accurate pitches

Technique Appropriate posture, breath support, consonants, vowels

Minor errors in posture, breath supports, consonants, vowels

Several errors in posture, breath supports, consonants, vowels

Apparent lack of understanding of appropriate posture, breath support, consonants, vowels

Rhythm Performs rhythm & duration accurately and with ease

Most rhythms & durations are accurate; errors do not detract for overall performance

Frequent or repeated rhythm or duration errors

Rhythms are seldom accurate

Expression Excellent use of dynamics & phrasing; stylistically accurate

Good use of dynamics & phrasing; some stylistic inaccuracies

Little use of dynamics & phrasing; misinterprets style

Apparent lack of understanding of dynamics & phrasing; stylistically rigid or mechanical

Tone Quality Tone is strong, clear, focused throughout range

Excellent tone achieved most of the time throughout range

Good tone achieved some of the time within limited range

Tone is harsh, distorted, nasal, or breathy

Independence in Part Singing

Functions as leader in maintaining independent vocal part

Able to maintain independent vocal part with help

Working on maintaining independent vocal part

Unable to maintain independent vocal part

Teach the state song during four consecutive class periods for 15 minutes each time (call & response)

Students are recorded individually, given only the starting pitch

No accompaniment Students are only assessed for the first half

of the song (stop after the word “free”)

 RHYTHM 4. Performs with correct rhythms and

keeps a steady tempo3. Performs with most rhythms

correctly but does not necessarily keep a consistent tempo.

2. Performs with some rhythms correctly

1. Unable to perform most rhythms correctly

 NOTE ACCURACY 4 correct notes & key3 some incorrect notes, somewhat

correct key2 more incorrect notes, inaccurate key1 few correct notes, incorrect key

TONE PRODUCTION/ARTICULATION (including slurring, etc) 4. Performs with a clear sound representative of the instrument and good intonation.3. Performs with a basically clear sound, and fairly good intonation.2. Performs with a sound that is sometimes clear1. Unclear sound, very poor intonation. EXPRESSIVITY & STYLE (level 2 & 3) 4. Musical expression was evident throughout3. Performance was expressive, but certain areas were still lacking.2. Expression was inhibited, or too subtly conveyed to the listener.1. The performance did not express musical ideas effectively.

Students are given two pieces from which to choose.

Students have two weeks to practice. Students play through the piece with the

teacher, but the teacher does not teach them the piece.

Teachers may answer any questions generated by the student.

F F F C D D C

F F F C D D C

A A G G F C

A A G G F

NAME: NAME: GRADE: 4GRADE: 4LEVEL: pre-1LEVEL: pre-1DATE: January 31, DATE: January 31, 20082008PIECE: Icing on the PIECE: Icing on the CakeCake

 INDIVIDUAL INSTRUMENTAL MUSIC ASSESSMENT RUBRIC

  RHYTHM4. Performs with correct rhythms and keeps a steady tempo

 3. Performs with most rhythms correctly but does not necessarily keep a consistent tempo. 2. Performs with some rhythms correctly 1. Unable to perform most rhythms correctly

   

TONE PRODUCTION/ARTICULATION (including slurring, etc) 4. Performs with a clear sound representative of the instrument and good intonation.

 3. Performs with a basically clear sound, and fairly good intonation. 2. Performs with a sound that is sometimes clear 1. Unclear sound, very poor intonation.

  EXPRESSIVITY & STYLE (level 2 & 3) 4. Musical expression was evident throughout 3. Performance was expressive, but certain areas were still lacking. 2. Expression was inhibited, or too subtly conveyed to the listener.

 1. The performance did not express musical ideas effectively.

COMMENTS:-- rhythms, except for 8th rests, were excellent up to 33, where he began having trouble with groups of 8th notes and multiple bounce strokes. His sticking were close. I could not notice any change in dynamics.

NAME: NAME: GRADE: 4GRADE: 4LEVEL: pre-1LEVEL: pre-1DATE: January 31, DATE: January 31, 20082008PIECE: Wooden Shoe PIECE: Wooden Shoe DanceDance

 INDIVIDUAL INSTRUMENTAL MUSIC ASSESSMENT RUBRIC

  RHYTHM4. Performs with correct rhythms and keeps a steady tempo 3. Performs with most rhythms correctly but does not necessarily keep a consistent tempo.

 2. Performs with some rhythms correctly 1. Unable to perform most rhythms correctly

  NOTE ACCURACY 4 correct notes & key

 3 some incorrect notes, somewhat correct key 2 more incorrect notes, inaccurate key 1 few correct notes, incorrect key

  TONE PRODUCTION/ARTICULATION (including slurring, etc) 4. Performs with a clear sound representative of the instrument and good intonation.

 3. Performs with a basically clear sound, and fairly good intonation. 2. Performs with a sound that is sometimes clear 1. Unclear sound, very poor intonation.

  EXPRESSIVITY & STYLE (level 2 & 3) 4. Musical expression was evident throughout 3. Performance was expressive, but certain areas were still lacking. 2. Expression was inhibited, or too subtly conveyed to the listener.

 1. The performance did not express musical ideas effectively.

COMMENTS:-- has a good trumpet tone. He tried to slur most of the time they were marked, and was tonguing the rest of the time. His fingerings were correct, though sometimes the note came out too high or low.

NAME: NAME: INSTRUMENT: INSTRUMENT: Clarinet Clarinet GRADE: 4GRADE: 4LEVEL: pre-1LEVEL: pre-1DATE: January 31, DATE: January 31, 20082008PIECE: Wooden Shoe PIECE: Wooden Shoe DanceDance

 INDIVIDUAL INSTRUMENTAL MUSIC ASSESSMENT RUBRIC

  RHYTHM4. Performs with correct rhythms and keeps a steady tempo

 3. Performs with most rhythms correctly but does not necessarily keep a consistent tempo. 2. Performs with some rhythms correctly 1. Unable to perform most rhythms correctly

  NOTE ACCURACY

 4 correct notes & key 3 some incorrect notes, somewhat correct key 2 more incorrect notes, inaccurate key 1 few correct notes, incorrect key

  TONE PRODUCTION/ARTICULATION (including slurring, etc) 4. Performs with a clear sound representative of the instrument and good intonation.

 3. Performs with a basically clear sound, and fairly good intonation. 2. Performs with a sound that is sometimes clear 1. Unclear sound, very poor intonation.

  EXPRESSIVITY & STYLE (level 2 & 3) 4. Musical expression was evident throughout 3. Performance was expressive, but certain areas were still lacking.

 2. Expression was inhibited, or too subtly conveyed to the listener. 1. The performance did not express musical ideas effectively.

COMMENTS: -- tone is great, and his rhythms

got better as the song went on. At first, part of his problem may have been not getting a count from me. His notes, slurs, and posture are right there, too.

NAME: NAME: INSTRUMENT: INSTRUMENT: TrumpetTrumpetGRADE: 4GRADE: 4LEVEL: pre-1LEVEL: pre-1DATE: January 31, DATE: January 31, 20082008PIECE: Wooden Shoe PIECE: Wooden Shoe DanceDance

 INDIVIDUAL INSTRUMENTAL MUSIC ASSESSMENT RUBRIC

  RHYTHM4. Performs with correct rhythms and keeps a steady tempo 3. Performs with most rhythms correctly but does not necessarily keep a consistent tempo. 2. Performs with some rhythms correctly

 1. Unable to perform most rhythms correctly 

 NOTE ACCURACY 4 correct notes & key 3 some incorrect notes, somewhat correct key

 2 more incorrect notes, inaccurate key 1 few correct notes, incorrect key

  TONE PRODUCTION/ARTICULATION (including slurring, etc) 4. Performs with a clear sound representative of the instrument and good intonation. 3. Performs with a basically clear sound, and fairly good intonation. 2. Performs with a sound that is sometimes clear

 1. Unclear sound, very poor intonation. 

 EXPRESSIVITY & STYLE (level 2 & 3) 4. Musical expression was evident throughout 3. Performance was expressive, but certain areas were still lacking. 2. Expression was inhibited, or too subtly conveyed to the listener.

 1. The performance did not express musical ideas effectively.

COMMENTS: -- was completely unprepared

for this assessment. He breathes between almost every note, and since he did not practice during the week was unable to get a consistent sound. --’s incorrect notes are usually the right fingerings, but too high or too low.

Grade Surveyed

# in grade

# or % in band

# or % in chorus

Private lessons

Practice at home

Perform for family

Play with family

More music time?

Less music time

Brighton 4th 11 72% 89% 1 8 10 5 8 3CharlestonCoventry 4th 11 63% 100% 0 7 6 10 10 1Derby 4th 63 57% 55% 8 48 24 12 54 5Holland 4th 7 100

%57% 3 7 6 6 6 0

Jay/Westfield 4th 11 18% 36% 0 6 7 6 9 0Lowell 5th 15 6 7 0 7 5 4 3 9Morgan 4th 8 50% 0 0 0 3 3 0 3Newport City 4th 42 45% 100% 3 11 14 11 20 15Newport Town

4th 15 86% 53% 0 11 8 8 13 1

Troy 4th 14 43% 43% 4 7 5 7 9 3NCUJHS

What have we noticed?

What is different in my students’ approach to their work?

What is impacting instruction?

What is impacting student investment?

Expand assessment to other grades Streamline rubrics Build in time to give individual student

feedback Track band student progress with District

Performance Levels (DPL) Balancing assessments and teaching time Provide more information to the receiving

teacher Consistency in teaching practices & language Report assessment results to parents

IMPROVISE USING THESE NOTES:

E – G – A – Bb - B – D - E

CHORD CHANGES

E E E E

A A E E

B A E E

Ask them now.

fin