Vous êtes sur la page 1sur 2

Analysis of Sample: Rubric for

Concert Band Playing Quizzes

Intended Grade Level: 9-12

Clear Purpose: Assessment serves a clear and appropriate purpose.


Did the author specify users and uses, and are these appropriate?
Key 1

The uses for this rubric are clear. The rubric itself is used several
times throughout the year, which has created a school culture of use
in which students can map their own growth throughout several years
of band performance. The purpose of the rubric is to guide students
through performing assessments, and to better inform the conductors
of which areas of musicianship should be focused on during large-
ensemble performance.

The focus of users is on the concert band as a whole, but is adaptable


for beginning and advanced students.

Rating: I would give this section a 5 on the trait of clear and


appropriate purposes

Clear Targets: Assessment reflects valued achievement targets. Has


the developer clearly specified the achievement targets to be reflected
in the exercises? Do these represent important learning outcomes?
Key 2

The author of the rubric clearly specifies the achievement target in


multiple sections of performances-based assessment, including both
subjective and objective music targets in the rubric rows. The learning
targets are focused, however, an additional target for performance of
expression is necessary to complete the product target of performing
with expressive intent. The targets directly correlate to the National
Association for Music Educations Common Core Standards of
Creating, Performing, Responding, and Connecting. Each target is
directly applicable to a broader skill target of musical performance in
the large ensemble setting.

Rating: For the portion of Clear and appropriate targets, this


assessment rubric receives a 4.

Sound Assessment Design: Does the selection of the method make


sense given the goals and purposes? Is sampling appropriate to get a
Key 3

good estimate of student learning? Is there anything in the


assessment that might lead to misleading results?

Choosing the Best Method:

Music is an intrinsically performance-based. Therefore, the chosen


assessment accurately reflects the product and skill targets of
performance assessment necessary to perform successfully inside the
music classroom. Sub-rating: 5

Finding and Devising Quality Tasks and Questions:

The rubric as it stands is a clear reflection of the student learning


targets of basic musicianship. Each score column, however, could use
some work defining examples in language that utilizes clear language
across each instrument, and that reflects a positive, growth-based
mindset. Additionally, another column reflecting personal performance
goals is necessary to reflect the product target of performing works
with expressive intent. Sub-rating:3
Key 4

Sampling:

Since the rubric applies specifically to multiple digitally administered


performance-based playing assessments given throughout the year,
the sampling of each assessment is limited by digital capabilities. One
way to increase the sample to best illustrate a students performance
may be to allow students to chose from several selections, in order for
performers to apply assessment skills to a broader musical sense.
Sub-rating: 3
Analysis of Sample: Rubric for
Concert Band Playing Quizzes

Continued

Sources of Bias:

Sources of Bias is difficult in the music classroom, as the content itself


Key 3

may be seen as the original source a bias. Since most or all of


western music originates from a narrow Eurocentric base, the
language of music itself could be seen as a language barrier for
students whose cultures did not develop their musical history in the
Western format. Additionally, the rubric is intended for digitally
administered performance assessments, for which the necessary
technology is provided by the school. If this were to change, some
students may lack the ability to properly complete the activity
necessary. Sub-rating: 2

Rating: The overall rating for this sections is a 3 in the trait of sound
design.

Good Communication: Is it clear how this assessment helps


communication with others about student achievement?

The rubric in itself does not directly discuss methods of


communication, although the scoring method is clearly outlined and
Key 4

there is a comments section on the digital assessment, which is both


immediate and teacher-responses, delivered digitally through the
application itself. Once graded digitally, the score is directly uploaded
for parents and students to track their development, however, this is
not clearly stated on the rubric.

Rating: The immediate communication portion would receive a 5, and


the lack of addressing communication directly would receive a 1, thus
averaging to a 3.

Student Involvement: Is it clear how students are involved in the


assessment as a way to help them understand achievement targets,
practicing hitting those targets, see themselves growing in their
achievement, and communicate with others about the success as
learners?

Since the same rubric is used for multiple performance assessments,


Key 5

students can easily track their progress within each target. As it


currently stands, the rubric does not allow for student reflection inside
the confines of the assessment. This would be an ideal assessment to
apply self-assessment or peer-assessment performance tasks,
allowing students to track their own growth for metacognition of
learning targets.

Rating: The portion of student involvement is so important in the music


world, as self-reflection is essential to musical growth. This section
receives a 2 for underdeveloped student involvement.
Since the rubric applies specifically to multiple digitally administered
performance-based playing assessments given throughout the year,
the sampling of each assessment is limited by digital capabilities. One
way to increase the sample to best illustrate a students performance
may be to allow students to chose from several selections, in order for
performers to apply assessment skills to a broader musical sense.
Sub-rating: 3
Overall

Overall Assessment:

The Concert Band Playing Assessment Rubric is a great tool for


developing musical performance evaluation. While there are very
strong segments of the assessment, such as clearly defined learning
targets and clear purpose, it would benefit from some additional
editing in the fields of communication, self-assessment and student
involvement, and sources of bias. Overall, the assessment selection
receives a 3.5 rating for its usage in the ensemble classroom.