Common Assessments for HS Band

Unit = Concert Cycle/Performance Preparation

Common Rubric = KSHSAA State Evaluative Rubrics (Large Group and Solo/Ensemble. A State Rubric is
being developed for Marching Band by KBA)
Overall Approach: 2-3 checkpoints during a Unit, use the state rubric to guide formative assessment.
Record and evaluate rehearsals
Teacher, Student, and Peer Evaluation/Reflection
Use the refection/evaluation to develop future learning.
This is done in addition to the constant formative evaluation and assessment done by both
teachers and students in every rehearsal
Evaluation/future learning based on individual student learning needs. Instruction will be
differentiated as necessary.
Rubric for differentiation:
Band Performance Assessment Data Instrument
Throughout a band class, we (Both Directors and students) are constantly evaluating and giving immediate feedback (detailed
formative assessments) in each of the musical skills/performance categories listed below (and more this list and rubric will
be an ever expanding document).
When we, the directors, evaluate student performance and achievement, we evaluate based upon each individuals
performance in the areas below, how that individual performance impacts and supports the full group performance, and the
overall group performance.
Our class structure is such that we have learners at all levels. If we were math teachers, we would be instructing a class of prealgebra, algebra, algebra II, pre-calc, calculus, and AP calc students all at once. This is especially true in the marching band
setting. Because of the disparity of ability/learning levels, what is an A for one student might be an F for another. Students
are assessed based on their individual learning needs, and instruction is constantly differentiated as appropriate for each
learner.
All of the assessed areas fall into the scope of the National Standards for Music Education. Some of the assessed areas are
Everyday assessments basics that must happen each and every day. Others are skills that are developed through a wide
variety of music literature throughout each students musical study.

Basic Musical Performance:

Specific Content and/or
performance skill
Instrument Care
Responsibility
Tone Quality
Note Accuracy
Rhythm Accuracy
Articulation
Basic Scales

Level of Learner performance expectation

Basic Level
Expected

Advanced Level
Expected

Mastery Level
Expected

Expected

Expected

Expected

Basic Control

Characteristic tone quality

Works to achieve 100%

accuracy
Works to achieve 100%
accuracy
Basic control, understands
concept
Expected, with practice

Achieves through the course of

rehearsals
Achieves through the course of
rehearsals
Achieves through the course of
rehearsals
Expected

Characteristic tone at all

ranges and all dynamics
Expected basic level of
performance
Expected basic level of
performance
Expected basic level of
performance
Expected

Flexibility

Introductory level,
understands concept

Achieves through the course of

rehearsals

Expected basic level of

performance

Intonation

Introductory level,
understands concept
Introductory level,
understands concept

Achieves through the course of

rehearsals
Achieves through the course of
rehearsals

Expected basic level of

performance
Expected @ basic levels,
developing to an advanced
level
Expected

Expression
All Major Scales

Introduced

Expected, with practice

Advanced Articulations

Introduced

Introduced/developing

Tone Quality in extended ranges

Introduced

Introduced/developing

Flexibility in extended ranges

Introduced

Introduced

Intonation in extended ranges

Introduced

Introduced

Developing/Expected

Advanced technical performance

note accuracy
Advanced Rhythmic accuracy

Introduced

Expected, with practice

Ensemble Skills listening,

tuning, group expression
Communication of musical intent

Introduced, basic level of

performance
Introduced @ basic
performance level
Understands concept and can
perform at a basic level
Understands concept and can
perform at a basic level
Introduces to Concept

Developed through rehearsals

and practice
Developed through rehearsals
and practice
Developing to an intermediate
level
Developing to an intermediate
level
Developing to an intermediate
level
Developing to an intermediate
level
Understands concept and can
perform at a basic level
Intermediate Level

Chorale Style
March Style
Romantic style of expression
Western Music classical
tradition of music

Popular Music: genres include

but not limited to: ragtime and
predecessors, American folk
music, traditional American music
forms such as southern harp,
various jazz forms, rock, pop, r&b,
funk and soul, movie music,
musical theatre arrangements
Music of other cultures: including
but not limited to European folk
music, African music, music of
eastern cultures (Japanese,
chinese, etc). Both historical and
modern music included.

Introduced

Introductory level

Performs simple arrangements

from various points in the
history of American Popular
Music

Performs intermediate level

arrangements from the history
of AM. Pop Music

Performs simple arrangements

from various world cultures

Performs intermediate to
advanced arrangements of
music from various world
cultures

Developing to an advanced
level
Developing to an advanced
level
Developing/Expected

Expected, with practice

Developing to an advanced
level
Developing to an advanced
level
Expected and working to a
collegiate/professional level
Expected and working to a
collegiate/professional level
Expected and working to a
collegiate/professional level
Performs music from the
different eras of western
classical music and basic
understanding of style
differences
Performs advanced level
arrangements from all history
and genres of American
popular music.

Performs advanced
arrangements of music from
varied cultures and able to
identify and understand
differences in the genres.