ARTS EDUCATION TEACHER HANDBOOK

MUSIC :: HIGH SCHOOL ASSESSMENT ITEMS

HIGH SCHOOL ASSESSMENT ITEMS

Submitted by Beth McCollum, Wake County Public Schools

Title:
Performance Evaluation

Grade Level or Course:
Instrumental Music I ? (can be adapted for Levels II-IV)Orchestra, Grades 9-12

Targeted Goals and Objectives from the 2000 North Carolina Arts Education Standard Course
of Study and Grade Level Competencies, K - 12:

2.01 ? Recognize and demonstrate appropriate instrumental technique.
2.03 ? Play a varied repertoire of instrumental music representing diverse styles, genres, and cultures.
2.04 ? Show respect for the instrumental playing efforts of others.
7. 01 ? Apply specific criteria for making informed, critical evaluations of music.
7.06 ? Show respect for the musical efforts and opinions of others.
8.05 ? Demonstrate the character traits of responsibility, self-discipline, and perseverance while informally or formally participating in music.
9.01 ? Identify representative examples of music using distinguishing characteristics to identify genre, style, culture, and/or historical periods.

Link with other subjects:

Because this item can be used with a wide variety of repertoire, the teacher may be able to link learning with other subjects, especially English Language Arts and Social Studies.

Type of Assessment:
_ Diagnostic
x Monitoring
x Summative

Type of Item:
_ Selected Response
_ Written Response
x Performance
x Conversation
x Observation

Alignment with NC High School Exit Exam:

Communication:

3- evaluate ideas and information to make informed decisions.

Processing Information:

13- evaluate information, explanations, or ideas by identifying and applying criteria to draw conclusions or make predictions.

Assessment Item:

Students will perform a work they have been studying for the purpose of evaluation:

Students will orally assess the performance of the group using the criteria listed in the lesson objectives.
Students will assess the performance of the group using the rubric.
All students are expected to meet at least the excellent level expectations of the rubric.
Students will use comments to enhance their individual performance.
Students will be individually evaluated on their performance with the group (by self or teacher)

Scoring Information:

Group work evaluation rubric (see the end of this item).
Individual evaluation rubric (see the end of this item).
For all rubrics, a final score is reached by averaging each rubric. The teacher may assign one or multiple grades.

Teacher notes:

The students should have been working on the music for a sufficient amount of time. The rubrics should be explained in detail to the students so that all have an understanding of the vocabulary and expectations. Teachers may adapt the rubric to fit their needs or create their own.

Other related items:
Rubrics for group and individual assessments follow this item. Rubrics may be adapted.

Name:____________________________________ Date______________

Name of Piece:_________________________________________

Composer:_____________________________________________

Group Performance Rubric

	Superior(4 points)	Excellent(3 points)	Good(2 points)	Fair(1 point)
Intonation	All pitches are accurate.	Most pitches are accurate.	Some pitches are accurate.	Few or no pitches are accurate.
Rhythm	All rhythms are accurate.	Most rhythms are accurate.	Some rhythms are accurate.	Few or no rhythms are accurate.
Articulation	All bowings are stylistically accurate and performed as marked.	Most bowings are stylistically accurate and performed as marked.	Some bowings are stylistically accurate and performed as marked.	Few or no bowings are stylistically accurate and performed as marked.
Style	All music was played in the correct style.	Most music was played in the correct style.	Some music was played in the correct style.	Little or no music was played in the correct style.
Tone	The tone was pleasing and vibrato was used at all times.	The tone was pleasing and vibrato was used most of the time.	The tone was pleasing and vibrato was used some of the time.	The tone was pleasing and vibrato was used little or none of the time.
Balance	All sections could be heard equally at all times.	All sections could be heard equally most of the time.	All sections could be heard equally some of the time.	All sections could be heard equally little or none of the time.
Ensemble	The group played together at all times.	The group played together most of the time.	The group played together some of the time.	The group played together little or none of the time.
Musicianship	Correct tempi, phrasing and dynamics were used at all times.	Correct tempi, phrasing and dynamics were used most of the time.	Correct tempi, phrasing and dynamics were used some of the time.	Correct tempi, phrasing and dynamics were used little or none of the time.

Intonation____ Rhythm____ Articulation____ Style____ Tone____ Balance____ Ensemble____ Musicianship____

TOTAL SCORE(average of totals for each component of the rubric) ______

Name:____________________________________ Date______________

Name of Piece:_________________________________________

Composer:_____________________________________________

Individual Performance Rubric

	Superior(4 points)	Excellent(3 points)	Good(2 points)	Fair(1 point)
Intonation	All pitches are accurate.	Most pitches are accurate.	Some pitches are accurate.	Few or no pitches are accurate.
Rhythm	All rhythms are accurate.	Most rhythms are accurate.	Some rhythms are accurate.	Few or no rhythms are accurate.
Articulation	All bowings are stylistically accurate and performed as marked.	Most bowings are stylistically accurate and performed as marked.	Some bowings are stylistically accurate and performed as marked.	Few or no bowings are stylistically accurate and performed as marked.
Style	All music was played in the correct style.	Most music was played in the correct style.	Some music was played in the correct style.	Little or no music was played in the correct style.
Tone	The tone was pleasing and vibrato was used at all times.	The tone was pleasing and vibrato was used most of the time.	The tone was pleasing and vibrato was used some of the time.	The tone was pleasing and vibrato was used little or none of the time.
Ensemble	The individual played with the group at all times.	The individual played with the group most of the time.	The individual played with the group some of the time.	The individual played with the group little or none of the time.
Musicianship	Correct tempi, phrasing and dynamics were used at all times.	Correct tempi, phrasing and dynamics were used most of the time.	Correct tempi, phrasing and dynamics were used some of the time.	Correct tempi, phrasing and dynamics were used little or none of the time.

Intonation____ Rhythm____ Articulation____ Style____ Tone____ Balance____ Ensemble____ Musicianship____

TOTAL SCORE(average of totals for each component of the rubric) ______

<< Back | Table of Contents | Next >>