Alicia Jackson

Assessment Portfolio
High School Wind Ensemble

November 10th, 2017

 Assessment Strategies

Assessment strategies may include, but are not limited to:

1. Observations
The teacher observes the individual student or group and assesses the student/s learning of
various outcomes. Peer assessment is also possible. Checklists, anecdotal comments and student
performances can help with assessment through observation.

2. Performances
The teacher assesses the students achievement of outcomes through individual and group
performances including composition and projects. In addition, the teacher may use checklists and
test exercises from method books.

3. Self-Assessment
Students reflect on what they have learned and how to improve. The self-assessments can
include journal writing, self-reflections and checklists.

4. Interviews
The teacher has a formal or informal discussion with an individual or group of students in which
the teacher is able to determine the student/s attitudes and thinking processes.

5. Journal Writing
Performance Reflection: Throughout the course, students keep a journal to: reflect on their
strengths and weaknesses, note problem areas, comment on rehearsals and note observations
about individual/ group playing. Composition, assignment, audio and video reflection(s):
Students may write about process involved and evaluate end product.

6. Listening Assessment
Students listens to recorded music examples and analyze the example using student answer
sheets. These assessments are an indicator of music learning.

7. Peer Assessment
Students can pair up or get together in small sectionals/numbers, and state a strength and
weakness about each others playing. Constructive criticism has to be stated in positive terms. It
should discuss aspects of playing technique, tone quality etc. and offer suggestions toward
improvement in weak area.

8. Written Assessments
The written assessment allows both the teacher and the students assess the learning that has taken
place. Written assessment can include, quizzes, tests, theory sheets and activity sheets.
 Implementation and Exemplars
1. Observations
Observations are a form of informal assessment that is great to use during rehearsal. The
following lesson below provides an example of a checklist of things to address during rehearsal.
These checklist list are created by listening to past recordings of the ensemble and finding areas
that need specific attention. The teacher informally listens to see if they have either fixed the
problem or they accomplished the musical task you assigned, then moves on to the next item on
the list. Sometimes students will not be able to accomplish what you ask of them right away. If
theres improve but it still needs work tell the students, then move on.
Time Activity
Introduction
Hello, Happy Valentines Day! This our seventh rehearsal and we only have four
more rehearsals till the concert. So today we are going to work on the little details
to make it sound great.

Lesson

Things I want to address:

Beginning: start together and soft
M.10 clarinet 3 and horn are the melody
M.9-16 loud beat 2
M. 1-16 shape
M.17-18 louder vibes
M.19 clarinets out of tune
M. 19 build the chord and loud beat 2
M.19 long notes need to be softer
M. 25 flutes shape the phrase
M.27 trumpets out of tune and need to come out because they are a cool
harmony
M.35 Trombones come out
M. 61 eighth notes come out
M. 61 loud beat 2 (punch the air), long notes full value
M.61 trumpets out of tune
M.73 clarinets wrong notes or really out of tune
M. 73 passing the melody around.
M.83 pitch goes flat when the clarinets get softer

Run through of the entire piece.

Conclusion
We worked on a lot of things today and you did great but its your job to retain
everything we worked on.
 2. Performances
Performances, both competitive and non-competitive, are a great way to assess an
ensemble from an exceptional outside source. The rubric below is from a concert festival that
will be filled out by an adjudicator after a performance of pieces from the concert festival list.
Teachers can use this feedback to choose repertoire that will improve ensemble skills on their
lower scores for the next year. Sharing this feedback with students will allow them to see where
their ensemble is at and where it could go in the future. This rubric could also be used informally
by the teacher. The teacher can record an in-class concert run through and fill out the rubric to
assess the ensemble before a public concert, concert festival, etc.
 3. Self-Assessment
Self-assessment is a great way for students to learn how to critique themselves and to
make plans for improvement. The worksheet below is to be filled out by students after a 6-week
concert block. The teacher can compare what the student thinks of their abilities to assessments
they have taken of the students abilities. Following this assessment, students can create tangible
plans to improve.
 4. Interviews
Individual interviews with students is a great way to assess students understanding of
themselves and their knowledge. Interviews also provide the outlet for instant feedback from the
teacher. The form below is an example interview of questions to ask the student after creating a
personal portfolio. The form is to be filled out by the teacher during their interview with the
student. The teacher can use these interviews to help students in areas they are still not
understanding and to better the project to reach more of an understanding of the objective.
 5. Journal Writing
Journal writing is an informal self-assessment for students and a formal assessment for
teachers to access. Journals can be used in multiple different ways, students can journal about
discussions in class or create narrative for pieces, or creative practice plans, the possibilities are
endless. The below weekly music journal entry and reflection is a great tool to scaffold students
into weekly or daily journaling. It provides a way for students to write what they did good and
what they need to improve. Teachers can check these journals weekly to see where students feel
they are struggling and to inform their lesson plans for the following weeks.
 6. Listening Assessment
Listening assessments are a great way to train students ears for critiquing others and
themselves. The following worksheet is for students to fill out about a performance outside of
their ensemble. There is also a rubric for the teacher to use for grading and for students to use for
an understanding of the expectations. Following this assessment students can use their listening
assessment skills and apply it to their ensemble rehearsals and their individual practice.
 7. Peer Assessment
Peer assessment is a great tool to use but requires a lot of trust of the students
judgements and professionalism. The below rubric is an example of something students can use
to score each other. A discussion would need to be had about how to score using this rubric and
how to judge/score without bias. Students would get into groups or pair up to take turns playing
while the other(s) fill out this sheet. At the end the teacher can give students a few minutes to
discuss their scores with their partner and have students give each other strategies and techniques
to improve their scores.
 8. Written Assessment
Written assessment is a formal way of assessing students and gives the teacher
quantifiable knowledge of students understanding. The following quiz is one of many examples
of a written assessment. This quiz could be given as both a pre-test to assess how much students
already know and/or a post to test to see how much students have learned. The teacher can use
this analysis to adjust their lesson plans to discuss the symbols they dont know.
 Sources

http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/music/intermediate/Intermediate_Mu
sic_Section_Five_Appendices_B.pdf