Michigan Arts Education Instructional and Assessment Program
Michigan Assessment Consortium
MUSIC Assessment
Performance Event M.E304
Critical Listening and Assessing Group Performance
Skills in the Music Classroom
Grades 6, 7, and 8
Teacher Booklet
Teacher Directions
Student Directions
Student Scoring Rubric
Student Worksheets
Teacher Scoring Rubric
ACKNOWLEDGEMENTS
© 2015 by the Michigan Department of Education
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States of America.
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Michigan Student Learning Standards Assessed
MAEIA Performance
Standard(s)
M.MS.P.1–Perform a diverse repertoire of music at an
appropriate level of difficulty with expression and
technical accuracy.
Michigan Content
Benchmark(s) and
GLCE(s)
ART.M.I.MS.2–Sing and play music written in two and
three parts, within appropriate ranges.
ART.M.I.6.2–Perform melodies with confidence in a
large group.
ART.M.I.7.2–Perform a melody in a small group.
ART.M.I.8.2–Perform an ostinato.
ART.M.I.MS.3–Sing and play accurately, as a soloist and
in both small and large ensembles, with appropriate
technique and breath control.
ART.M.I.6.3–Sing and play accurately in both small
groups and large ensembles, with appropriate
technique and breath control.
ART.M.I.7.3–Sing and play accurately as a soloist,
and in both small and large ensembles with
appropriate technique and breath control.
ART.M.I.8.3–Sing and play accurately, as a soloist
and in both small and large ensembles, with
appropriate technique and breath control.
National Core Arts
Standard(s)
Intended Students
Sixth-, seventh-, and eighth-grade music students
OVERVIEW AND OUTLINE OF THE PERFORMANCE EVENT
This assessment has five parts. First, students will review (play or sing) a song or portion of
a song that they are presently working on in class. Second, the teacher will record the
students’ performance as a group. Third, the students will listen to the recording and then
score their performance using a rubric that highlights appropriate musical expression and
technical accuracy. Fourth, students will explain their ratings on the Student Rating and
Rationale Worksheet, citing specific examples that support the scores they selected. Fifth,
students will identify three performance praises and three performance suggestions based
on their evaluations. The teacher will score the students work using the Teacher Scoring
Rubric.
It is assumed that students have a working understanding of appropriate music
terminology encompassing technical and expressive elements in performance.
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SUGGESTED TOTAL TIME
This assessment has five parts to it. The assessment should take 50 minutes to complete, as
shown below:
o
o
o
o
o
Part 1–Prepare—Warm-Up and Review (Day 1, 10 minutes)
Part 2–Record Group Performance (Day 1, 5 minutes)
Part 3–Student Review—Playback and Scoring (Day 1, 10 minutes)
Part 4-Examples from the Music and Rating Rationale (Day 1, 10 minutes
Part 5–Performance Praise and Performance Suggestions (Day 1, 15 minutes)
LIST OF REQUIRED MATERIALS
The materials required for this assessment are:
o Student Booklets
o Pens or pencils
o Printed, digital, or projected copy of music currently being studied in class (e.g., sheet
music, overhead transparency of music, image of music shown on a digital whiteboard)
o Musical instruments
o Musical instruments or audio accompaniment recordings to be used to accompany
vocal performances
o Video-recording equipment
o Video-playback equipment
o Audio-playback equipment
ASSESSMENT SETUP
This assessment should take place in a classroom space that accommodates the number of
students participating (considering physical space and sound proofing). The teacher should
ensure that students have access to pens or pencils and hard writing surfaces for the
assessment.
The teacher should prepare the music to be used. Examples may include sheet music from
student music folders, teacher-printed music, or digital or projected copies and
accompanying equipment. The music selected should be developmentally appropriate for
the students being assessed. Please refer to the Michigan Student Learning Standards on
page 2 to guide repertoire selection, noting GLCEs for grades 6, 7, and 8. The teacher may
choose to use an excerpt or an entire piece, depending on the needs of the ensemble.
The teacher should prepare the video-recording and video-playback equipment and the
audio-playback equipment, as well as any needed instruments used for performance or
accompaniment.
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