Assessment Portfolio

9-12 Concert Band

Elaine Snowden
MUSIC 512
Table of Contents:

Playing Tests/Auditions...............................................................................2

Rehearsal Observations...............................................................................3

Written Assignments...................................................................................4

Reflections..................................................................................................6

Rubrics........................................................................................................8

Checklists....................................................................................................9

Performances..............................................................................................10

Projects.......................................................................................................11

1
Playing Tests/Auditions:
Definition: At the beginning of the course, students will individually perform a solo work as well
as sight-read a piece of the director’s choosing for the purpose of providing students with music
that is appropriately challenging and not overwhelming. In addition to this, students will
individually perform more difficult sections of music from the concert repertoire in order to
demonstrate an understanding of technical and musical concepts.
Rationale: Direct observations like this allow the teacher to better monitor individual student
progress. The results of these assessments will allow the director to provide effective
suggestions for individual practice as well as better demonstrate concepts that the student may
be struggling with.
Implementation: Students will be given preparation time with most of the music so that the
director can assess musicianship. For the sight-reading, however, no preparation time is given
so that a student’s musical literacy can be assessed. Playing tests and auditions are also done
during class time. Auditions will take place at the beginning of the concert block so that
students won’t be changing parts halfway through. Playing tests can be had at any point
necessary to motivate students to practice more difficult parts before the overall performance.
Exemplar:
Fig. 1: Students will perform the test or audition individually for the director.

2
Fig. 2: For chair placements, music may be drawn from honor band audition pieces.

Rehearsal Observations:
Definition: This is the most direct and valuable assessment tool inside the band room. Using
this, the director will assess ensemble rehearsals of any setting in which the director is a part of.
Through this, the teacher can use error detection skills to immediately critique student
technical skills, tone production, and musical expression.
Rationale: Observations during rehearsal are important to consider because everything that the
director hears during a rehearsal is what any audience will hear during a live performance. This
assessment tool allows students to immediately reflect on and respond to what is heard.
Implementation: This is the most regular setting that band students will be in so they can both
receive and implement direct comments from the director immediately. It is the director’s
choice on how to run a rehearsal but their should be a set routine and expectations so that
students can grow accustomed to it and what other rehearsals may look like in their future in
other ensembles. In the high school setting, rehearsals for concerts will take place during the
band hour.

3
Exemplar:
Fig. 1: The typical concert band rehearsal will be set up like this around the podium.

Written Assignments:
Definition: Students are familiar with written assignments in classes such as math, English, and
history and these topics can be applied to the music classroom as well. In these assignments,
the teacher’s focus is on student understanding, reflection, and grammar on a subject.
Rationale: An assessment like this can be helpful because it provides a visual for the teacher to
view and mark up to hand back to the student. In addition to this, in these assignments,
students have time to process their thoughts and can even revise their writing before turning it
in to the teacher. There is also opportunity for students to make corrections and improve on
drafts before the final product.
Implementation: Assignments like these are given with clear directions on the topic that it is
covering. This can be a few pages long or just a paragraph long depending on the content and
focus. Writing program notes for a composition is one way that students can interact with the
piece that they are performing. This allows for students to find the context of a song and also
demonstrate that they understand that context to the teacher.

4
Exemplar:
Fig. 1: Program notes could be written over the composer’s background or the composition’s
background depending on the lesson’s focus.

5
Reflections:
Definition: In reflections it’s up to students to reflect over their own individual performance
and that of the ensemble so that they can practice error detection skills and then improve their
playing based on what they heard. Students can also reflect on their rehearsal etiquette,
attitude, and musical knowledge.
Rationale: One of the most important aspects of music is what is being heard. It is important
that students are able to hear aspects of music such as tone, articulation, and tempo. They also
need to evaluate what is heard and then go on to act on what they hear so that they get better.

6
The same kind of evaluation and improvement can be had in rehearsal etiquette such as
posture, timeliness, and being prepared musically for performance.
Implementation: Students can be given reflection prompts after performances, rehearsals, and
as exit tickets for the day.
Exemplar:
Fig. 1: Post-performance self-reflection:

7
Rubrics:
Definition: Rubrics are guides listing specific criteria so that a teacher can grade student
assignment projects, or performances in a quantifiable amount or simply by pass or fail. These
can be as clear and generic as desired so that a teacher can outline how they would best like
there students to complete an assignment.
Rationale: Rubrics differ from checklists in the sense that they measure exactly how well
students did for each criteria. This is a good way for a teacher to not only properly assess a
student’s understanding of each concept addressed in an assignment but it is also a good way
to hold students accountable for their work on an assignment.
Implementation: Rubrics should be given along with assignments before the due date so that
students both know how to complete an assignment and how to also do it to the best of their
ability in relation to the assignment. Students are expected to refer to the rubric when
completing the assignment and turning it in so that full points can be awarded to them.
Exemplar:
Fig. 1: Rubrics can go by numerical value or Pass/Fail. This is a performance rubric example:

8
Checklists:
Definition: A checklist can be used to keep track of activities such as practice sessions,
instrument maintenance, and rehearsals. These rate students based on completion rather than
how proficiently they complete an activity. For example, have students completed this specific
activity or have students completed all the activities in order to pass the assignment?
Rationale: This assessment tool is an effective way to measure student participation as well as
provide a list so that students don’t forget important aspects of each activity.
Implementation: Checklists can be give as assignments are given or as students are completing
an activity so that students can use them as a guide, similarly to a rubric.
Exemplar:
Fig. 1: A maintenance checklist for the flute could look like this:

MAINTAIN your FLUTE

To keep your flute in the best condition, please follow these suggestions:

Assembly
o Always consult your teacher if you are not sure how to put together your instrument.

o NEVER force the parts of your instrument together.

o When assembling the flute only hold the non-keyed parts (the barrel and the bottom of the foot).

o NEVER use lubrication of any kind.

Maintenance
o Wipe off your fingerprints after every use. A clean, non-treated cotton cloth will work the best.

o If you do choose to use a treated polishing cloth be sure that it is for a SILVER finished
instrument. Using the wrong cloth could cause scratches.

o Clean out the moisture from your instrument with an absorbent cloth or swab after every use.

o Clean the inside of all 3 sections of the flute. Removing the moisture from your flute before
putting it away each time will prolong the life of the pads.

o Always store your instrument in its case with the lid closed when not in use. This will prevent
any excess tarnishing and lower the risk of damage.

o Do not put anything (including sheet music) inside the case with your instrument that does not
belong. Closing the case with extra contents can cause damage to the delicate keys.

o Make sure that all the latches are securely closed before transporting your instrument.

9
Performances:
Definition: Students will perform for live audiences in an ensemble setting at school and for
contests.
Rationale: This assessment is important because it puts the responsibility of a student’s
musicianship on themselves. Concert performances are what most people relate the band class
to and in many cases, the scoring of such performances at contests are used to measure the
effectiveness of a program. This assessment tool measures an ensemble’s musicality, technical
skills, and stage presence at that exact moment.
Implementation: Students will know the dates and times of performances right from the
beginning of the semester so that there is little reason for them to be absent from them. For
most programs, these are mandatory for students to attend because they are such a major part
of the course.
Exemplar:
Fig. 1: Performances are typically in a formal setting on stage for a live audience.

10
Projects:
Definition: Projects differ from written assignments mostly in presentation. While both written
papers and projects such as powerpoints or other activities requiring more physical crafting, call
for research, a project might call for a student to present to their classmates or for a student to
produce something larger and physical like a posterboard.
Rationale: A project can be effective in the classroom because they demonstrate student
understanding in a way that can be more creative than a written paper might. It also allows for
more processing and revision time while also giving something visual for a teacher to mark and
comment on.
Implementation: The preparation time depends on the size of the project. Clear instructions
should be given so that students can focus on the point of the lesson without distractions. In
addition to this, the project can be adjusted to fit the point of the lesson so that students spend
their time researching the intended concept.
Exemplar:
Fig. 1: Students could research and present over music history.

11
Fig. 2: Students can research and present over composer’s lives and background.

12