Concert Choir Assessment Portfolio

Assessment Tools
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Self assessments
1.1.
Throughout the course of the semester, students will be frequently asked to
evaluate their own progress in the understanding of musical terms, styles, and
putting those understandings to use in the music.
1.2.
Self assessments allow students for the opportunity to gain a better understanding
of their growth and abilities, more than just what they are told. Also, self
assessment can present students with a feeling of ownership and motivation to
help guide their learning.
Individual goals
2.1.
At the beginning of each semester, students will organize a set of goals that they
wish to accomplish individually, in academics, choir, and life, during the semester
and year.
2.2.
The assessment through individual goal setting aligns with self assessment,
presenting students with the opportunity to guide their own development. While
goals in the music classroom are important, students and teacher can both benefit
by setting goals in other classrooms, and in their lives outside of school.
Throughout the year, the progress of reaching these goals can be measured, and
evaluated.
Group assessments
3.1.
As an ensemble, students will reflect on the progress and challenges of the group
at multiple times throughout the semester, both in formal and informal manners.
3.2.
As a type of informal assessment, group assessments or evaluations can be made
during class time. This is a simple, and practical way for students to have input
and be aware of parts of the music, whether challenging or something that the
group is excelling in. This allows students to guide their own learning, and lead to
their own understanding, with the teacher there to facilitate alongside the
students self assessments.
Singing tests
4.1.
In the few weeks leading up to concerts, students will be assessed both
individually and in small groups, on their progress and accuracy of the music for
the upcoming concert.
4.2.
Singing tests can be used to assess students individually, or in small ensembles.
This type of assessment is helpful in measure the accuracy, technicality,
understanding, and development of the singer, within a piece of music. Singing
tests can either be done during classroom time, or outside of class, to help
students feel more comfortable and confident in their performance. Common
problems and challenges, as well as successes can be taken from singing tests, and
improved on in rehearsals.
Recordings
5.1.
Over the semester, students will submit recording assignments over sections from
pieces, testing their understanding and accuracy of material. Students will be

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made aware of these recording sections, as well as will have rehearsed them in
class.
Recordings allow for observations to be made individually. These recordings are a
good way to measure growth and development of the singer, as well as each
students successes and challenges within each piece. Moving back into the
classroom, norms of challenging sections can be established, and rehearsed in
class. Recordings also allow students to do more than one trial, and submit what
they feel is their best work, improving self efficacy.

Tests
6.1.
Tests will be used to assess students understanding of different musical terms,
styles, rhythms, and theoretical information. This type of assessment can be used
at the end of units, and at multiple times throughout the year.
6.2.
This is a great type assessment to recognize individual growth and development,
as well as establishing averages and norms for the entire class, and measuring
classroom growth.
Journals
7.1.
Throughout the semester, and especially for each concert, students will keep
journals about the music being learned, their reflections and connections that are
made between songs to current events, other art, and their personal lives.
7.2.
Journals present students with the opportunity personally reflect on their
connections in the classroom and in the music. While there are several set topics,
students also have the freedom to make other observations and connections as
they feel fit.
Concerts
8.1.
Each semester, the choir will have 2 major concerts. These concerts will be a
culmination of the music learned up to that point in the semester. Concerts can be
used to measure the growth of the musicians, both on an individual basis, as well
as an entire ensemble.
8.2.
From the concert performance, student progress can be seen as a summation of
the learning that has taken place, up to that point in the year. While the entire
group is being assessed as a whole, there can still be individual acknowledgement
and observations made. This is a type of informal assessment, that is put on the
stage.
Teacher evaluations
9.1.
At various points in the semester, the evaluations can be made, either formally or
informally. Evaluations can take place during the time in the classroom, either as
a whole ensemble, small group, or individual basis. These evaluations can be as
simple as watching students actions and behaviors, as well as listening to a voice
part singing through a section of the music.
9.2.
The point of these teacher evaluations are to perform the assessment during
normal classroom procedures. The teacher is able to observe different
characteristics of students behavior, participation, and musical progress. This also
allows the teacher to observe and measure the students, without the students
having the worry of knowing they are being assessed at the time.

Implementation
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Self assessments
1.1.
At multiple points throughout the year, students will be provided with a self
assessment sheet. This sheet will be organized to ask several questions about the
students own musical achievements, and developments throughout the semester,
and how they feel that they have done through those. This sheet of questions and
prompts will be individually filled out by students, then returned to the teacher.
The teacher will read through students responses, informally comparing them
with observations that they themselves have made. If responses do not align, the
teacher may speak to students about these concerns.
Individual goals
2.1.
At the beginning of the semester, each student will receive a 3 x 5 note card. Each
student will have their own note card to fill out. On the front of the card, the
student will simply write their name. On the back, lined side, of the note card,
students will write out a set of goals, 3 for each prompt. The first set of goals will
be for goals that they wish for the entire ensemble to achieve in this class.
Secondly, students will write a list of goals that they personally wish to achieve in
choir. The third set of goals will be a list that students wish to achieve
academically, throughout the year. The final list of goals will be personal goals,
either outside of academics, or an added goal from the previous prompts, These
goals will be collected by the teacher, and potentially be posted up in the
classroom. By doing this, students can be reminded of their own goals, as well as
have the opportunity to view goals of their peers.
Group assessments
3.1.
At multiple points throughout the year, students will be provided with a self
assessment sheet. Similar to the self assessments, this sheet will be organized to
ask several questions about the groups musical achievements, and developments
throughout the semester, and how each student feels that they have done through
those. This sheet of questions and prompts will be individually filled out by
students, then returned to the teacher. The teacher will read through students
responses, informally comparing them with observations that they themselves
have made. If responses do not align, the teacher may speak to students about
these concerns.
Singing tests
4.1.
One week before the due date of the in-class singing test, the teacher will select a
portion of a song to have each prepare for the class period. Before the singing test
date, the sections will be rehearsed in class, to aid students in being as successful
as possible in their tests. This selection can be an important melodical section,
challenging section, or a rhythmically important section of the piece. In class, the
teacher will randomly choose a single student or a small group of students from
each voice part to sing the section. There may be multiple small groups, or
rotations of students to sing through the section during the class period. If singing
tests are to occur outside of class, it will be the same structure as stated above for
the in-class singing tests. From these tests, the teacher will be able to recognize

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successes and struggles that are shared among those students tested, to know what
needs more focus.
Recordings
5.1.
One week before the due date of the individual recording assignment, the teacher
will select a portion of a song to have each student record and submit. Before the
assignment due date, the sections will be rehearsed in class, to aid students in
being as successful as possible in their recordings. This selection can be an
important melodical section, challenging section, or a rhythmically important
section of the piece. Each student will be responsible for recording and submitting
their own assignment to an online file that will be set up by the teacher. Students
can record trials as many times as needed before submitting, but may only submit
one recording by the due date. Grading will be made based on the completion and
submission, as well as the accurate representation of text, melodies, rhythms, and
textual expression (when applicable).
Tests
6.1.
Throughout the semester, written tests can be used to assess students
understandings of musical terms, styles, tools (melody, rhythm, key signatures,
etc.) and other information discussed in class. Students will be notified in advance
of the upcoming tests, and what information is possible to be tested on. These
tests will be taken on an individual basis, during the normal class period. Upon
turning in the assignments, students will receive grades based on a key form the
teacher. From these grades, the teacher is able to recognize individual growth and
development, as well as establishing averages and norms for the entire class, and
measuring classroom growth.
Journals
7.1.
At the beginning of each semester, students will be asked to designate a notebook
as a choir journal. Students will be informed of expectations of topics to be
discussed, including their reflections and connections that are made between
songs to current events, other art, and their personal lives. While these subjects
are important to the journal entries, students are encouraged to journal about other
relevant and topical subjects. At several points in the semester, students will be
notified to turn in their journals. Grading will be made using a rubric, as well as a
checklist for the points made. Students will receive feedback on their entries, and
will get their journals back after the assessment, to continue reflecting and
connecting.
Concerts
8.1.
Each semester, students will have two major concert performances. These
concerts are a culmination of what students have learned up to that point in the
semester. For each concert, students will be given a collection of music that will
be covered in class. Through daily rehearsals, and individual practice, the
ensemble will learn the pieces before the concert. For the concert, the ensemble
will perform all of the pieces learned in the class time prior.
Teacher evaluations
9.1.
Teacher evaluations can occur both formally and informally, throughout the
semester. For formal evaluations, the teacher will make observations during class

periods, taking notes to break down and reflect on for each student. Informal
evaluations can be as simple as the teacher watching students as they go through
the rehearsal. Teacher evaluations will not be graded, but will be discussed with
students if necessary, and kept for future observations.

Exemplars
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Self assessments
1.1.
Example questions:
1.1.1. How do you feel that you have been actively engaged in class, and
contributed to what is taking place in the ensemble?
1.1.2. What are some examples of ways that you have grown as an informed
music student, and how have these helped you in the ensemble?
Individual goals
2.1.
Ensemble Goal- At contest in March, the large ensemble will get a 1- rating, or
better.
2.2.
Academic Goal- This semester, I (the student) will get an A in all of my classes.
2.3.
Personal Goal- This year, I (the student) will get to know at least 10 new people
in my classes.
Group assessments
3.1.
Example questions:
3.1.1. What score (1-10) would you give your voice part section, and what is
your reasoning behind the score?
3.1.2. What are several examples of ways you have seen and heard development
within the ensemble?
Singing tests
4.1.
For the September 29 in-class singing tests: One student from each voice part (S,
A, T, B1, B2) will be chosen to sing mm. 24-41 of A Gaelic Blessing. For this
singing test, students will sing their individual line on solfege syllables only.
Several rounds may take place, of this section, during the class period. Once a
student has been up once to sing, they will not be eligible to be chosen again.
Recordings
5.1.
For the November 17 recording assignment: Students should record and submit
themselves singing mm. 59 to the end of the piece. For this recording, students
will sing their individual line on text. Students may submit the recording as an
mp3 format, or as a private YouTube video, attaching the link. Students will
individually record and submit their own assignments, to be turned in by 10:29am
on November 17.
Tests
6.1.
Example questions:
6.1.1. What key signature is shown to the right?
6.1.1.1. E Major
6.1.1.2. A Major
6.1.1.3. B Minor
6.1.1.4. B Major

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Please fill in the rhythmic counts

Journals
7.1.
Example prompts:
7.1.1. In a short paragraph, reflect on new musical terms, styles, and rhythms
that you have learned over the course of the semester, and how they have
helped you grow as a musician.
7.1.2. In A Gaelic Blessing we sing about peace that comes from many things.
What brings you peace in your life, and what do you do that makes for a
peaceful environment?
Concerts
8.1.
Concerts will include all of the music selected for that particular concert.
Following each concert, the ensemble will discuss and reflect on the music, the
concert performance, and other elements of the semester that led up to that
concert.
Teacher evaluations
9.1.
For informal observations, the teacher will observe the actions, and contributions
from students during class periods.
9.2.
For formal observations, example questions may include;
9.2.1. In what ways was the student actively engaged, and contributing to the
ensemble, on a daily basis?
9.2.2. Has the student continued to grow throughout the semester, both as a
student, musician, and individual? If not, what are approaches that I, the
teacher, can take to assist them?