Assessment Portfolio

Ryan Dillon
 1

Assessment Tool Map 2

Journaling 6

Rubric 8

Rating Scale 10

Portfolio 12

Pencil and Paper Test 14

Anecdotal Records 16

Checklist 18

Interview 20

Works Cited 22
 2

Assessment Tool Map

Assessment Tool Definition Rationale for use in Implementation and

Music Classroom Exemplars on
page...

Journaling The student records Good way for 6

their reflections about educators to learn
a particular rehearsal about how students
or practice session in view the learning
a journal entry to be process, what they
submitted to the prioritize, how they
teacher for review. evaluate their own
growth, and how they
view rehearsals. This
can also be an
effective way to guide
students in reflecting
on their growth and
learning in order to
help them to be more
effective in their
practice time.

Rubric A scoring system Rubrics are a great 8

where the assessor way for educators to
grades the student provide students with
using an organized a specific measure of
table of what a desired end
specifically-defined goal looks like for an
criteria for each score assignment. In the
designation. case of the music
classroom, rubrics
can be applied to
show students what is
expected in the
performance of a
piece, tone
production,
technique, pitch and
rhythmic accuracy,
and to show the
student where their
work currently stands.
Using this method
can be time-intensive
for the educator, but it
 3

gives students great

feedback and support
in how to improve.

Rating scale A scoring system This can be used in a 10

similar to a rubric, but music classroom as a
less detailed. When means of giving quick
using a rating scale, feedback to a student
the assessor assigns in regard to their
a rating for each work. The assessor
category present can expand on each
based on the rating in a comments
assessors evaluation section as necessary,
of the students work. but the assessment
does not require
specifics. This can be
effectively used to
score a playing test
and is utilized by
judges in
competitions like solo
and ensemble or
festival.

Portfolio This assessment tool In a music classroom, 12

can take two forms: this can be a good
way to assess
A process portfolio is student mastery of
where students concepts, or student
gather their work in progress. If using a
order to demonstrate digital portfolio,
their growth by the students can compile
end of a semester or playing/singing tests,
school year through a videos of
portfolio. performances,
reflections, and so on.
A product portfolio is
where student work is
gathered to
demonstrate
proficiency or skill in a
particular area
through exemplary
work done throughout
the year.
 4

Pencil and Paper This is the typical While this may not 14
Test multiple choice, short prove to be the most
answer, or essay valid assessment in
prompt test. A areas regarding
students performance (its
understanding of a more effective to
topic or process is watch a student do
assessed through a something correctly
paper test. than to have them
articulate how to do it
correctly), it can be
very useful in
assessing cognitive
domain topics like
terminology or
history.

Anecdotal records An informal This can be used on 16

assessment where an individual basis to
the teacher records observe a students
notes on a students skill and identify ways
behaviors, progress, to best support
approach or development in the
technique, in order to student, or in support
create a record of the of an ensemble or
students interaction section (basses,
in the classroom baritones, etc.). If a
(which can be used to teacher can develop
better support the a portfolio of notes
student in the future). over a student or
section, they may be
able to more readily
identify patterns or
success or challenge
in learning.

Checklist A checklist is an This assessment is 18

assessment used to particularly effective
note criteria that has when used as an
been met by the observational
students toward the assessment. Music
completion of any educators can use it
objective. informally to note
student technique, or
in a performance
scenario as a first
step to identifying
 5

ways that a student

can improve. A music
educator can also use
this as a way for
students to assess
their peers. This
assessment is
especially useful if the
educator has well
thought out checklist
criteria. If used for
peer-assessment this
can be formative as it
can direct student
attention to intended
areas of focus.

Interview The interview is an In the music 20

assessment tool for classroom, an
the teacher to get an educator can use this
idea of how well the to evaluate what is
class grasps actually being learned
concepts explored in in the class and
class. Using a weigh that against
carefully selected what the intended
interview group and a learning outcomes
set of well-prepared are. For example, by
questions, the listening to students
teacher can get an articulate what they
idea of what is being believe to be
learned in the important about
classroom for the afro-cuban music, I
purpose of evaluating can get a glimpse of
and editing their what aspects of the
approach as music Ive
necessary. emphasized. While
listening to playing
test recordings could
give me similar data,
this gets to how a
student thinks about
the subject which for
one reason or
another may not be
evident in
performance.
 6

Journaling

What is it?
The student records their reflections about a particular rehearsal or practice session in a
journal entry to be submitted to the teacher for review.

Rationale for use in the Music Classroom:

Journaling is a good way for music educators to learn about how students view the learning
process, what they prioritize, how they evaluate their own growth, and how they view
rehearsals. This can also be an effective way to guide students in reflecting on their growth and
learning in order to help them to be more effective in their practice time.

How might this be implemented?

A music teacher could use this as both a formative and a summative assessment. Students
could be required to submit a weekly reflection as a means to assess where students are in
relation to the material, techniques, and communal aspects of the classroom (summative). In
addition, the questions can be formulated in a way to encourage reflection over specific
aspects of the weeks classroom experience in order to help students develop and prepare
them for the next week. These can become formative assessments if the instructor makes it a
point to provide feedback each week after reading student responses.

How can validity be ensured?

Journaling is an effective way to measure learning in all three domains (psychomotor,
cognitive, and affective), so there is a wide variety of approaches an educator could take to
using journaling as a valid assessment. With that being said, the educator would need to
recognize that journaling will expose the students thoughts about- or thought processes
regarding a topic, but may or may not correlate directly with the students ability to apply the
learnings or their real-time understanding of the topic as demonstrated in performance. In
other words, assessment through journaling should be used to understand student perceptions
and experience, but not ability or skill in application.

How can reliability be ensured?

In regard to assessment of progress, reliability can be ensured while using journaling as a
medium by establishing criteria for the journals that simply require students to reflect - i.e.
journal includes things done well, challenges, curiosities for the week and goals for the
following week. These items can even use a checklist just to make sure they are present, and
the teacher can add value to the assessment by including feedback to help students grow. In
this scenario, the grade assigned for this assessment is more completion based, as the goal is
for students to process through a few ideas freely and receive feedback from the instructor.
 7

Exemplar:

Reflect on your experience in choir this week. Share your thoughts in the boxes below:
What did you do well in rehearsal?

What did you have trouble with in

rehearsal?

What do you want to learn more about?

Goal: Next week I hope to.

 8

Rubric

What is it?
A scoring system where the assessor grades the student using an organized table of
specifically-defined criteria for each score designation.

Rationale for use in the Music Classroom:

Rubrics are a great way for educators to provide students with a specific measure of what a
desired end goal looks like for an assignment. Using this method can be time-intensive for the
educator, but it gives students great feedback and support in how to improve.

How might this be implemented?

In the case of the music classroom, rubrics can be applied to show students what is expected
in the performance of a piece, tone production, technique, pitch and rhythmic accuracy, or an
assigned project in advance of assessment, and to evaluate student work following the
assignments completion.

How can validity be ensured?

Maintaining validity through a rubric can be easier than with other assessment tools as the
educator has the opportunity to be very specific in regard to what is being assessed. The
assessor can group various criteria for the assignment so that the scores are not muddied, but
remain separate. In an essay, the student will receive separate scores for grammar, thought
organization, and the accuracy of their explanations of content.

How can reliability be ensured?

An instructor can ensure reliability when using a rubric by being thorough when defining the
criteria for the assessment. The more specific the rubric, the less room for undefined or
unexplained variance in student scores.

Exemplar:
(Next page)
 9

Cover Song Rubric

Unsatisfactory (0 pts) Satisfactory (5 pts) Proficient (10 pts)

Accuracy Original song is Original song is Original song is

unrecognizable with recognizable, but recognizable and
major has noticeable has little or no
inconsistencies. inconsistencies. inconsistencies.

Musicality Student performance Student Student

lacks movement, performance shows performance
emotion, direction some movement, effectively
(I.e. Little or no emotion, direction, expresses the song
expression through through musical through musical
musical concepts concepts such as concepts such as
such as dynamics, dynamics, style, or dynamics, style,
style, or tempo tempo change). and/or tempo
change). change.

Creativity/Originality Song shows little to Song shows Song shows heavy

no student influence. moderate student student influence.
influence.

Instrumentation Instruments chosen Instruments chosen Instruments chosen

have little to no have some have a strong
connection to the connection to the connection to the
style of music being style of music being style of music being
performed performed performed

Participation Only one or two Most, but not all, All members of the
members of the members of the group played an
group played an group played an active role in the
active role in the active role in the performance
performance performance

TOTAL: ___/50 pts

 10

Rating Scale

What is it?
A scoring system similar to a rubric, but less detailed. When using a rating scale, the assessor
assigns a rating for each category present based on the assessors evaluation of the students
work.

Rationale for use in the Music Classroom:

This can be used in a music classroom as a means of giving quick feedback to a student in
regard to their work. The assessor can expand on each rating in a comments section as
necessary, but the assessment does not require specifics. This can be effectively used to score
a chair-audition and is utilized by judges in competitions like solo and ensemble or festival.

How might this be implemented?

This could be used by a director when evaluating auditions, or in another scenario where they
would need to quickly mark scores and evaluate student skill, fit for a specific role, or when
the definition of success is dependent on that demonstrated by others. In these situations, the
assessor would have a quick reference from which they can compare candidates or to make a
decision.

How can validity be ensured?

Validity can be ensured when using a rating scale through the inclusion of a defined set of
qualities being identified in the assessment. The assessor needs to make sure that the
assessment material actually is a good measure of the assessment criteria.

How can reliability be ensured?

When using a rating scale, it is important that the assessor includes detailed comments for
categories rated for a further explanation of what caused the rating since this assessment is
not as specific and thorough as a rubric would be. Another way to improve reliability would be
to have multiple people assess the student or their work. To further establish reliability, an
instructor could also have the student themselves evaluate their work using a rating scale and
explanations for the score given. (In the case of an audition or playing test, test can be
recorded for the students to watch and evaluate).

Exemplar:
(Next page)
 11

Section leader auditions

Name: Joe Johnson (Tenor)
Criteria Rating Rationale
(1 = needs work, 5 = Exemplary)

Audition Accuracy 1 2 3 4 5 Pitches and

(Based on rhythms
assigned were
passage) precise!

Tone 1 2 3 4 5 Tone was

pretty good!
Would like
to hear
more
resonance
in his tone.

Articulation 1 2 3 4 5 Spot on.

Classroom Involvement 1 2 3 4 5 Active with

Performance fundraisers
and always
willing to
volunteer

Leadership 1 2 3 4 5 Good
behavior
and focus.
Id like to
see him
take more
initiative in
class.
 12

Portfolio

What is it?
This is an assessment tool which can take two forms:

A process portfolio is where students gather their work in order to demonstrate their
growth by the end of a semester or school year through a portfolio.
A product portfolio is where student work is gathered to demonstrate proficiency or skill
in a particular area through exemplary work done throughout the year.

Rationale for use in the Music Classroom:

In a music classroom, this can be a good way to assess student mastery of concepts, or
student progress. From a perspective of student benefit, a portfolio with a guided reflection
requirement can develop student musicianship as students reflect on how theyve grown and
where they still need to grow.

How might this be implemented?

If using a digital portfolio, students can compile playing/singing tests, videos of performances,
reflections, class projects, community involvement (as is an objective stated on my middle
school choir curriculum), etc. The instructor can list this as a course final grade and explain
what it entails early on in the year. The portfolio can give students voice and choice by giving
them options regarding what to include in it (with basic requirements such as Include your
choice of three recording assignments and identify how they exemplify your growth over the
course of the year). From there, the instructor can assign specific tasks as projects to be
included.

The instructor will definitely need to create a classroom procedure for recording and storing the
projects and assignments in a way that submitting this is not overwhelming at the end of the
semester. The class should gather in a computer lab to create and organize folders and every
handout should include where the documents should be saved in order to receive a grade.

How can validity be ensured?

Items within the portfolio should be assessed throughout the course of the year in order to
provide grades and feedback for the class. Therefore, the portfolio should not be graded for the
content included, but more for depth of reflection on growth throughout the year. To ensure this
focus, the rubric for this assessment should include a score for inclusion of all necessary
materials and depth of reflection on the reflection portion of the assessment.

How can reliability be ensured?

The rubric used for scoring of the portfolio should be very specific, especially in regard to
criteria for the reflection. Depth of reflection should be assessed per inclusion of various
qualities that demonstrate depth in reflection like 3 or more areas of growth identified or next
steps for musical growth identified. In this way, the assessor does not have to make qualitative
evaluations, but quality is identified instead using a quantitative approach. This is where the
assessor will have to strategically decide on reflection requirements, and not solely teach
through the grade given, but through feedback which furthers student learning.
 13

Exemplar:

Leading Tones MS 6th-8th Grade Choir

2018-19 Reflection Portfolio
Table of Contents

1. Recording Assignments
Include at least 4 recording assignments (2 per semester). Listen to the
recordings and write a reflection including the following:
i. What (if anything) surprised you the most when revisiting these
recordings?
ii. What growth can you hear when you listen to the recordings? (Identify
at least 3)
iii. Where might you still have room to grow? (Identify at least 3)
1. What might you do to improve in those areas? (1 for each)
iv. What have you learned this year that may not be visible or audible
through a recording?

2. World Cultures
Include one of the projects regarding another culture from this school year,
and submit a reflection including the following:
i. Why did you choose this project?
ii. What did you learn about this culture?
iii. How does your understanding of this culture impact how you view
music?

3. Service
You have been tasked with gathering a group together to create a musical
experience for a community of your choosing (outside of school). Write out a
plan for how you might go about choosing music for the performance, what
songs you would choose (and why), and how you would explain the impact of
your performance on the community to a reporter.

...
 14

Pencil and Paper Test

What is it?
This is the typical multiple choice, short answer, or essay prompt test. A students
understanding of a topic or process is assessed through a paper test.

Rationale for use in the Music Classroom:

While this may not prove to be the most valid assessment in areas regarding performance (its
more effective to watch a student do something correctly than to have them articulate how to
do it correctly), it can be very useful in assessing cognitive domain topics like terminology or
history.

How might this be implemented?

In a choir classroom, an instructor might utilize a paper and pencil test to evaluate student
understanding of basic music theory concepts, song forms, the history and/or culture of pieces
being explored. This assessment can also be utilized as an exit ticket to get a grasp of what
students gathered from a class period.

How can validity be ensured?

One key way to make sure that the assessment is valid is to make sure that the test is not
focused on having students write things which would normally be performed - i.e. having
students write out a major scale on a test when they usually just sing it may not be a valid
assessment of student learning since the learning is being approached from an angle from
which it was not taught. Make sure that the test covers topics in the way they were learned. In
addition, if the test does require an essay, or for the students to write, teachers must focus on
the answer given instead of the students grammar or writing ability to ensure test validity. The
test should cover topics covered in class and nothing more!

How can reliability be ensured?

A paper and pencil test is actually a pretty reliable form of test when using more concrete styles
(i.e. multiple choice, fill in the blank). The more free-form it gets (i.e. short answer, essay) the
more room for variability in evaluation of the answer given. If an instructor uses short answer or
essay form, reliability can be ensured by 1) making sure the questions are clear and direct, and
2) identifying key factors in an answer that must be present for an answer to be considered
correct. Allowing variance in they way an answer is given and focusing on the actual answer
given can also help to establish reliability.

Exemplar:
(Next page)
 15

Leading Tones MS 6th Grade Choir

Test 1

Name:

Answer the following questions to the best of your ability. If you have questions please feel
free to raise your hand and ask!

1. What culture does Ani Maamin originally come from?

a. Yeti
b. Zulu
c. Jewish
d. Spain

2. What is the song about?

a. Hebrew belief in the coming messiah (or savior)
b. Fighting oppression
c. Taking life one step at a time
d. The Zulu belief regarding the origins of death

3. During what tragic event was it sung?

a. Apartheid in South Africa
b. The Crusades in Spain
c. The Holocaust in Germany
d. The Galveston Flood in Galveston, TX

4. Solfege the following piece of music (1 point per note)

 16

Anecdotal Records

What are they?

An informal assessment where the teacher records notes on a students behaviors, progress,
approach or technique, in order to create a record of the students interactions in the classroom
(which can be used to better support the student in the future).

Rationale for use in the Music Classroom:

This can be used on an individual basis to observe a students skill and identify ways to best
support development in the student, or in support of an ensemble or section (basses,
baritones, etc.). If a teacher can develop a portfolio of notes over a student or section, they
may be able to more readily identify patterns, success, or challenges in learning.

How might this be implemented?

There are a variety of ways an instructor can implement this assessment. It can come from the
assessors observations, or the students own work. One way is for an instructor to maintain a
file (digital simplifies this) of interactions with students. Throughout a class period, the instructor
can mark notable observations or incidences regarding behavior, success, challenge, or any
other valuable quality. Immediate following class or at the end of a school day, the instructor
can record these observations into a permanent space (an excel sheet works).

Class Dojo is a great way to do this online in a way that can be shared with parents as well.
Through the web-based app, the instructor can make quick markings (award points for positive
encounters, or mark students for follow-up) that will help them to track the students experience
within the classroom.

Using a students own work can also be a good way to keep anecdotal records. Exit tickets, or
parking lot statements (students write one thing they learned, need help with, liked, etc. on a
sticky note and post it on the whiteboard with their name) can help provide a more full picture
of a students experience in the classroom when tracked over time.

How can validity be ensured?

This method ensures validity by nature as the notes are specific to whatever is observed in
class. When the assessor observes that Janae looks at her feet and does not respond when
publicly called on to answer a question, they make a note of it. Over time these anecdotal
records paint their own picture of a students behaviors and/or needs - there should be very
little bias as these are simply snapshots. The assessor will however need to take a disciplined
approach to avoid jumping to conclusions with a lack of data.

How can reliability be ensured?

Reliability can be ensured with these records by making frequent recordings and visiting them
regularly. The more of these notes are compiled, the more reliable the picture should become.

Exemplar:
(Next page)
 17

Week of 11/7/16

Name 11/7/16 11/8/16 11/9/16 11/10/16 11/11/16 Follow-up

needed?

Jane Van Great Seemed a Back to No

Schmeck poetic little down normal
interpretati
on!

Genny Seemed Absent Easily Absent Yes

Boodman more frustrated
reserved with
than content
normal today

Balle Asked SUPER Maybe

Harry great energetic not,
questions today. Had observe
today! to address more next
her twice. week

Mron Ian Absent Asked for No

more
details
about
Spring
choir trip
 18

Checklist

What is it?
A checklist is an assessment used to note criteria that has been met by the students toward the
completion of any objective.

Rationale for use in the Music Classroom:

Sometimes an educator may not need to denote quality of a task completed, but only that it
has been completed, or that an objective has been met. In these types of scenarios, a
checklist can be a quick and effective way to record student progress.

How might this be implemented?

This assessment is particularly effective when used as an observational assessment. Music
educators can use it informally to note student technique, or in a performance scenario as a
first step to identifying ways that a student can improve. A music educator can also use this as
a way for students to assess their peers. This assessment is especially useful if the educator
has well thought out checklist criteria. If used for peer-assessment this can be formative as it
can direct student attention to intended areas of focus, given from a new voice. It also can be
used for quick and objective pass/fail assessments such as identifying whether or not a student
has mastered singing a major scale on solfege.

How can validity be ensured?

As with the other assessment tools, the instructor will have to be very selective about criteria
included in this checklist during the formation phase of this assessment to ensure that it
supports their classroom objectives and goals.

How can reliability be ensured?

One way to ensure reliability is to reserve checklists for assessments which do not allow for
variance. These assessments are great for objective observations of whether a behavior was
observable or not. If this is used for a formal assessment, the assessor should make sure to tell
students that this will be based on observed behavior and even encourage them to be very
outgoing with gestures that will be assessed to ensure that they are seen. There should be no
problem of reliability if the instructor focuses solely on observations instead of expectations of
students.

Exemplar:
(Next page)
 19

Solfege Assessment Checklist

(Can be as simple or broad as desired)

Option 1 Option 2

Name: Name:
Date: Date:

Please check all boxes of criteria met or Please check all boxes of criteria met or
objectives performed effectively. objectives performed effectively.

1. Solfege (Major Scale, 1 point for Solfege (Major Scale, 1 point for each
each category below) checkbox below)
Correct pitches
Correct syllables 1. Pitches (ascending)
Correct hand gestures Do
2. Technique Re
Soft palate raised Mi
Fa
So
Total: _____/ 4 La
Ti
Do
2. Syllables (ascending)
Do
Re
Mi
Fa
So
La
Ti
Do
3. Hand gestures (ascending)
Do
Re
Mi
Fa
So
La
Ti
Do

Total: ___/24
 20

Interview

What is it?
The interview is an assessment tool for the teacher to get an idea of how well the class grasps
concepts explored in class. Using a carefully selected interview group and a set of
well-prepared questions, the teacher can get an idea of what is being learned in the classroom
for the purpose of evaluating and editing their approach as necessary.

Rationale for use in the Music Classroom:

In the music classroom, an educator can use this to evaluate what is actually being learned in
the class and weigh that against what the intended learning outcomes are. For example, by
listening to students articulate what they believe to be important about afro-cuban music, I can
get a glimpse of what aspects of the music Ive emphasized. While listening to playing test
recordings could give me similar data, this gets to how a student thinks about the subject which
for one reason or another may not be evident in performance.

How might this be implemented?

This assessment is flexible depending on the needs of the classroom. One possible way to
implement this would be to gain data about student backgrounds in music and culture early on
in a school year as a way to structure course materials. Another way to utilize this would be to
interview students about concepts following the completion of a unit to see what was actually
taught through the unit. A teacher could implement this fairly easily if they had a strong
classroom structure with a co-teacher, section leaders, or a class project to work on, while the
instructor pulled students for short interviews. The interviews could take place in any private
space and could utilize a video camera to record responses for teacher reference and any
trends or valuable insights can be noted. Also, the instructor should be careful to ask
well-structured questions, while avoiding pointed questions that require a memorized answer.

How can validity be ensured?

The instructor should focus questions around stated objectives, but leave space for students to
share any further learnings as well.

How can reliability be ensured?

This assessment can become more completion based or focused around the fact that the
student answered all questions. The benefit of this approach is that teachers are able to dig
deeper or ask extended questions as needed. The teacher should also be careful to value all
student feedback equally, not favoring one students observations over anothers as all of the
feedback is valuable.

Exemplar:
(Next page)
 21

Interview

Ask students the following questions. Allow them the time to process and do not jump in
immediately to provide support if they dont quite grasp the question. Avoid directing
students to desired answers - sometimes they just may not have a well-formulated one.
That is fine, it provides data as well. Encourage students that their answers will not influence
their grade, it will only provide feedback.

1. What was your favorite part about the Music as Service unit?

2. What was your least favorite part about the unit?

3. What did you learn about the role of music in American history?

4. What did you learn about musics role throughout the world?

5. In the panel discussion, what did you learn about musical opportunities after school?

6. If you were to structure one of our Music as Service opportunities for next year, what
would it be and why?

...
 22

Works Cited

"Classroom Assessment Techniques Overview." Classroom Assessment Techniques Overview.

N.p., n.d. Web. 07 Nov. 2016.

Raiber, Michael, and David Teachout. The journey from music student to teacher: A
professional approach. Routledge, 2014.