Assessment Rubric for National Standards 1a

Name______________________________ Date ________________

Assessment Rubric for National Standards for Music Education, Achievement Standard 1a
	Assessment Strategy
Each semester, the student's individual performance is recorded during the rehearsal in a choral ensemble, or alternatively, in solo performances. The works may vary in level of difficulty from 3 to 5. They may be accompanied or unaccompanied. Each work has been rehearsed previously. The student is also asked to identify the composers of various works performed during the semester and to describe the works, using appropriate music terminology during class.
Basic Level	Proficient Level	Advanced Level
1. In performing music with a difficulty level of 3, the student can sing the pitches with no technical difficulty. In more difficult music, problems may be apparent in technically challenging passages.	1. In performing music with a difficulty level of 4, the student can sing the pitches with no technical difficulty. In more difficult music, problems may be apparent in technically challenging passages.	1. In performing music with a difficulty level of 5, the student can sing the pitches with no technical difficulty.
2. In performing music with a difficulty level of 3, the student can sing the rhythms accurately. The beat is steady. In more difficult music, the rhythm may be somewhat inaccurate, and the beat somewhat unsteady on occasion.	2. In performing music with a difficulty level of 4, the student can sing the rhythms accurately. The beat is steady. In more difficult music, the rhythm may be somewhat inaccurate, and the beat somewhat unsteady on occasion.	2. In performing music with a difficulty level of 5, the student can sing the rhythms accurately. The beat is steady.
3. In performing music with a difficulty level of 3, the student is responsive to dynamics, tempo, style, and expression as indicated in the music or as indicated by the conductor. Contrasts between loud and soft, between legato and staccato, and among musical styles are entirely satisfactory. In more difficult music, the required level of skill is somewhat lacking.	3. In performing music with a difficulty level of 4, the student is responsive to dynamics, tempo, style, and expression as indicated in the music or as indicated by the conductor. Contrasts between loud and soft, between legato and staccato, and among musical styles are entirely satisfactory. In more difficult music, the required level of skill is somewhat lacking.	3. In performing music with a difficulty level of 5, the student is responsive to dynamics, tempo, style, and expression as indicated in the music or as indicated by the conductor. Contrasts between loud and soft, between legato and staccato, and among musical styles are entirely satisfactory.
4. In performing music with a level of difficulty of 3, the student appears to be familiar with the major stylistic characteristics of the literature performed and makes an obvious effort to perform each work in an idiomatically appropriate manner.	4. In performing music with a level of difficulty of 4, the student appears to be familiar with the major stylistic characteristics of the literature performed and makes an obvious effort to perform each work in an idiomatically appropriate manner.	4. In performing music with a level of difficulty of 5, the student appears to be familiar with the major stylistic characteristics of the literature performed and makes an obvious effort to perform each work in an idiomatically appropriate manner.
5. The student's tone quality is generally good, though sometimes there are traces of harshness or breathiness.	5. The student's tone quality is full and rich. The tone is characterized by intensity and is well projected by the student.	5. The student's tone quality is excellent.
6. The student's intonation is usually satisfactory.	6. The student's intonation is good. The tone is well supported by breath.	6. The student's intonation and breath support are excellent.
7. The student demonstrates acceptable formation of vowels and consonants.	7. The student demonstrates correct formation of vowels and consonants.	7. The student consistently demonstrates correct formation of vowels and consonants and the ability to vary pronunciation, depending on the text and the content.
8. The student demonstrates familiarity with the repertoire performed, including knowledge of the composers and knowledge of how some of the elements of music are used in each work.	8. The student demonstrates familiarity with the repertoire performed, including knowledge of the composers, knowledge of the forms, and knowledge of how the other elements of music are used in each work.	8. The student demonstrates a high level of familiarity with the repertoire performed, including knowledge of the composers, knowledge of the traditions of each work or genre, and detailed knowledge of how the various elements of music are used in each work.
9. The repertoire performed by the student during the year includes at least one major vocal work; works associated with at least two ethnic, cultural, or national groups; and works representing at least two of the major styles, periods, or categories of music typically associated with that type of ensemble or that repertoire. (Because the teacher is responsible for selecting the repertoire of large ensembles, responsibility for meeting these criteria lies with the teacher)	9. The repertoire performed by the student during the year includes at least two major vocal works; works associated with at least three ethnic, cultural, or national groups; and works representing at least three of the major styles, periods, or categories of music typically associated with that type of ensemble or that repertoire. (Because the teacher is responsible for selecting the repertoire of large ensembles, responsibility for meeting these criteria lies with the teacher)	9. The repertoire performed by the student during the year includes at least three major vocal works; works associated with at least four ethnic, cultural, or national groups; and works representing at least four of the major styles, periods, or categories of music typically associated with that type of ensemble or that repertoire. (Because the teacher is responsible for selecting the repertoire of large ensembles, responsibility for meeting these criteria lies with the teacher)
10. The repertoire performed by the student during the year includes at least one work performed from memory. (Unless the student performs vocal solos, responsibility for meeting this criterion lies largely with the teacher)	10. The repertoire performed by the student during the year includes at least two works performed from memory. (Unless the student performs vocal solos, responsibility for meeting this criterion lies largely with the teacher)	10. The repertoire performed by the student during the year includes at least three works performed from memory. (Unless the student performs vocal solos, responsibility for meeting this criterion lies largely with the teacher)

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