Rating

Scale 4 3 2 1
Category Accomplished Proficient Intermediate Novice
Rehearsal The student always The student checks the The student The student rarely
Preparedness checks the board and board and follows infrequently checks the checks the board and
follows instructions instructions most of the board and follows follows instructions
when they come into time when they come instructions when they when they come into
class each day, getting into class each day, come into class each class each day, thus
music and any other occasionally needing a day, needing failing to have music
materials ready by the reminder to get music prompting to get music and other materials
time the bell rings. and other materials and materials ready by ready when the bell
ready by the time the the time the bell rings. rings.
bell rings.
Classroom The student always The student usually The student sometimes The student rarely
Conduct takes a voluntary and takes a voluntary and takes an active role in takes an active role in
active role in their active role in their own their own learning, their own learning,
own learning, asking learning, asking occasionally asking failing to ask questions
questions and questions and questions and and participate in class
participating in class participating in class on participating in class discussions, and rarely
discussions, as well as a semi-regular basis, discussions, showing show respect to their
showing respect to showing respect to their respect to their teacher teacher and peers.
their teacher and teacher and peers most and peers about half
peers. of the time. the time.
Listening The student always The student usually The student sometimes The student rarely
Skills follows teacher follows teacher follows teacher follows teacher
directions, and is directions, and is directions, usually directions, needing
attentive, responsive, attentive, responsive, needing occasional additional guidance,
and on task while and on task most of the guidance, and is and is inattentive and
their teacher or peers time while their teacher frequently inattentive often disruptive while
are talking. or peers are talking. and disruptive while their teacher or peers
their teacher or peers are talking.
are talking.
I believe that it is extremely important for music teachers to have a rubric directly relating to active participation. The Russell
article urges music teachers to keep record of your grading policy, dates of assigned grades, and any documentation that may
help defend any grades you assign to students, (p. 39). This overt documentation is important, because if parents have a
concern, the music teacher can show them the rubric they use to grade participation and discuss exactly what the student
needs to work on. I also think that constructing the rubric itself provides benefits to teachers, as it causes them to reflect upon
how they teach and evaluate students each day, and make distinctions between clear, measurable criteria and subjective or
unclear categories. In our music assessment textbook, Kimpton and Harnisch explain that creating assessments requires
teachers to collect data about the skills their students have and the goals the teacher would like students to work towards (p.
9). Reflection and adaptation are skills that a high quality teacher should use on a regular basis because they guide teachers to
create the best lesson plans and classroom environments for their students. For example, while writing active participation
criteria, a teacher may realize that they have been inconsistent in punishing students for ignoring directions. Having a specific
active participation rubric that is easy and clear to enforce should help music teachers be clear consistent with their discipline.
This rubric should be shared with students at the beginning of the school year, so they know what their teacher expects and
dont have any excuses for their grades. In conclusion, active participation rubrics clearly define teacher expectations for
behavior during class and should minimize parent complaints unfair grades.