ASSESSMENT STRATEGIES for the GENERAL MUSIC TEACHER ...

2/5/2012 

ASSESSMENT STRATEGIES for 

the GENERAL MUSIC TEACHER 

Pamela Pierson 

Indiana Music Educators Association 

January 21, 2012 

Essential Question 

How can I design and implement assessments that are 

practical and appropriate for my elementary general 

music class? 

But I see hundreds of kids! 

But I see hundreds of kids! 

But I only see them once a week! 

But how do you grade singing? 

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2/5/2012 

Why does assessment matter? 

“I believe that arts education –music education‐ should be 

its own reward. However, the reality is, and this is the 

message I want to leave with you, is that that’s not going to 

be enough anymore. In education in this country, and in 

education in other parts of the world, there’s tremendous 

competition for time and resources. If you’re not 

accountable, if you can’t demonstrate that your kids are 

learning something that’s important, you aren’t even in the 

conversation.” 

‐Howard Garder 

“The primary goal of grading and reporting is 

communication. Grading and reporting are integral parts of 

the instructional process. When done well, they provide vital 

information to students, parents and other interested 

persons that can be used to enhance both teaching and 

learning. …grading and reporting certify attainment of 

learning goals, identify where additional work is needed, and 

provide a basis for improvement efforts…” 

‐Robert Marzano 

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2/5/2012 

To summarize…. 

Assessment in the general music class is important… 

To obtain evidence of musical growth and progress 

To guide instruction and choice of teaching strategies 

To help validate the music program with parents and 

students. 

To provide evidence of accountability for student 

learning. 

‐Timothy S. Brophy 

“Assessing the Developing Child Musician:A Guide for General Music Teachers” 

Achievement VS Effort 

Is classroom behavior an appropriate measure of 

musical progress? 

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Determining an EFFORT Grade 

Seating chart tracking 

Determining an ACHIEVEMENT Grade 

“To help avoid frustration over what should be assessed, 

each teacher must develop a hierarchy of assessable 

components based on the following considerations: 

1. Its importance within the overall curriculum 

2. The number of minutes allotted for music instruction per 

week 

3. The value of the results to the overall assessment 

scheme.” 

4. ‐Timothy S. Brophy 

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2/5/2012 

The Concepts that “Drive” My 

Curriculum 

Pitch & Rhythm…. 

….through literacy & 

performance 

Target Practice 

(Credit to Craig Early) 

Introducing the target concept to a class (include a 

picture from my classroom) 

Familiar song “Apple Tree” 

Providing feedback to students using a mini‐target 

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2/5/2012 

DMC: Daily Music Challenge 

(credit to Susan Lough, Churubusco Elementary) 

A program of rhythmic development whereby students 

begin class by reading, thinking and/or performing 

through clapping a rhythm pattern that includes specific 

rhythmic values identified for each grade level. 

Individual assessment can include: maintaining a 

checklist, popsicle sticks, accompaniment of DMC 

rhythm to accompany a song, etc. 

Keeping Track of Individual 

Performance 

Melodic Comprehension Evaluation Form 

Rhythmic Comprehension Form 

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2/5/2012 

Additional Rubrics 

To evaluate projects 

To evaluate choral performances or general music 

concerts 

In closing…. 

Assessment and evaluation 

demonstrate the INTEGRITY of 

you bring to your music program. 

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2/5/2012 

Helpful Resources 

“Assessment in the Music Classroom: Practical Tips and Activities 

for Measuring Student Progress.” Cristi Cary Miller. Hal Leonard. 

“The Ultimate Music Assessment and Evaluation Kit for the 

General Music Teacher: Practical Strategies, Time‐Saving Tips, 

Samples, Forms and More.” Cheryl Lavender. Hal Leonard. 

“Assessing the Developing Child Musician: A Guide for General 

Music Teachers.” Timothy S. Brophy. GIA Publications. 2000 

Teacherspayingteachers.com (look for items by 2musicpeeps) 

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MELODIC COMPREHENSION EVALUATION FORM for ____________________________________ 

Music Teacher: K _______ 1 _______ 2 _______ 3 _______ 4 _______ 5 _____ 

1–minimal achievement 2–below average achievement 3-‐average achievement 4-‐superior achievement 

MELODIC COMPREHENSION: Student identifies pitch from notation 

K 1 st 2 nd 3 rd 4 th 5th 

NOTES: 

s-‐m 

s-‐m-‐l 

s-‐m-‐d 

l-‐s-‐m-‐d 

l-‐s-‐m-‐r-‐d 

l-‐s-‐m-‐r-‐d-‐s’ 

d-‐l-‐s-‐m-‐r-‐d-‐s’ 

d-‐l-‐s-‐m-‐r-‐d-‐l’-‐s’ 

d-‐l-‐s-‐f-‐m-‐r-‐d-‐l’-‐s’ 

d-‐t-‐l-‐f-‐s-‐m-‐r-‐d-‐l’-‐s’ 

MELODIC COMPREHENSION: Student sings pitches accurately. 

K 1 st 2 nd 3 rd 4 th 5th 

s-‐m 

s-‐m-‐l 

s-‐m-‐d 

l-‐s-‐m-‐d 

l-‐s-‐m-‐r-‐d 

l-‐s-‐m-‐r-‐d-‐s’ 

d-‐l-‐s-‐m-‐r-‐d-‐s’ 

d-‐l-‐s-‐m-‐r-‐d-‐l’-‐s’ 

d-‐l-‐s-‐f-‐m-‐r-‐d-‐l’-‐s’ 

d-‐t-‐l-‐f-‐s-‐m-‐r-‐d-‐l’-‐s’ 

NOTES:

MELODIC COMPREHENSION EVALUATION FORM for ____________________________________ 


1–minimal achievement 2–below average achievement 3-‐average achievement 4-‐superior achievement

RHYTHMIC COMPREHENSION EVALUATION FORM for ____________________________________ 


1–minimal achievement 2–below average achievement 3-‐average achievement 4-‐superior achievement 

GRADE 1 

Evaluation Date 

Steady Beat 

Identify name of note 

Read a rhythm 

Perform with BP 

Perform on an instrument 

Compose 

GRADE 2 


Steady Beat 





Compose 

GRADE 3 


Steady Beat 





Compose 

GRADE 4 


Steady Beat 





Compose 

GRADE 5 


Steady Beat 





Compose

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