Vetted

and Approved SLO Assessment

Assessment Name:
Available
Assessments:
Authors:
Grade Level(s):
Subject:
Course Number:
TEKS Chapter
Number:
Standards:

HS_ChoirLevel3&4_Sightreading
English
Vetted and approved
HS 11-12
Choir
5623, 5624
117.311, 117.312, 117.313
From 117.311
4.A exhibit increasingly mature, characteristic sound appropriate for the genre
while sight reading;
4.B demonstrate, refine, and apply psychomotor and kinesthetic skills such as
appropriate posture, breathing, text, diction, articulation, vibrato, bowings,
fingerings, phrasing, independent manual dexterities, and percussion
techniques while sight reading;
4.C demonstrate correct articulation and rhythmic accuracy while sight reading
using a counting system within an appropriate tempo;
4.D demonstrate observance of multiple key signatures and changing
modalities while sight reading;
4.E demonstrate use of a melodic reading system such as solfge, numbers,
letter names, note names, or scale degrees while sight reading;
4.F demonstrate application of dynamics and phrasing while sight reading
4.G demonstrate accurate intonation while sight reading using concepts such as
vowel shapes, ensemble blend, and just intonation.

Individually, students will sight read a selection using solfege and handsigns. The
performance will be video recorded and labeled with the students name.

Reporting Category:
Administration
Directions:
Each student will be graded with a 16 point rubric. Each box will carry a point
Scoring Directions:

Growth Target:
Spreadsheet:

value, either a 1, 2, 3, or 4. For each skill, clearly mark the score with a dark pen
that the student has earned. The total number of points earned will be added
up for the students final score.
There is not a zero column on the rubric. However, you may assign a zero if
there is no evidence at all for the skill being assessed. Make sure to mark the
zero score in line with the skill being assessed.
Most teachers have printed a copy of the rubric for each student and marked
the rubric. Then, they will scan the graded rubric (with the students name), and
upload videos to the Google Drive as documentation.
Students will make half the growth required to score 16.
Individual Student Growth = (16 Student Pre-test Score) /2.

Please contact one of the REACH Core Team Members by email for a customized
16 point spreadsheet.
robert.chavez@austinisd.org, ryan.odonnell@austinisd.org,
omar.castillo@austinisd.org, melanie.brewer@austinisd.org

Student Learning Objective:

Music Performance Assessment
Choral Level III & IV Sightreading

Objective: Students will sightread a passage using solfege and handsigns.

TEKS:
117.312, 117.313
From 117.311
4.A exhibit increasingly mature, characteristic sound appropriate for the genre while sight
reading;
4.B demonstrate, refine, and apply psychomotor and kinesthetic skills such as appropriate
posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing,
independent manual dexterities, and percussion techniques while sight reading;
4.C demonstrate correct articulation and rhythmic accuracy while sight reading using a
counting system within an appropriate tempo;
4.D demonstrate observance of multiple key signatures and changing modalities while sight
reading;
4.E demonstrate use of a melodic reading system such as solfge, numbers, letter names, note
names, or scale degrees while sight reading;
4.F demonstrate application of dynamics and phrasing while sight reading
4.G demonstrate accurate intonation while sight reading using concepts such as vowel shapes,
ensemble blend, and just intonation.
Assessment: Individually, students will sightread a selection using solfege and handsigns, with
the solfege changing to reflect the change in tonal center.
Note to Teachers: This assessment should be given in a private room equipped with a video
recorder and timer. Students should only be allowed 5 minutes to prepare the selection.

Tone
(quality,
intonation,
breath
support)

Pitch, Solfge,
and
Handsigns

Musicianship
(artistry,
phrasing,
nuance,
dynamics)

Rhythm/
Tempo

The student plays with

a mature,
characteristic sound
throughout the
performance. The tone
is focused, clear and
centered all of the
time. There is perfect
intonation, and breath
support is consistent.

The student plays with a

mature, characteristic
sound throughout most
of the performance. The
tone is focused, clear and
centered most of the
time. Proper intonation is
present throughout most
of the piece, and breath
support is consistent
most of the time.

The student demonstrates

poor tone quality and
intonation with little or no
breath control.

Pitches, solfge
syllables, and
handsigns are correct
all of the time. Change
in tonal center is
reflected in the
solfege.
The student performs
artistically with
appropriate musical
style. The student is
sensitive to phrasing
and shaping of musical
lines. The student gives
obvious attention to
musical nuance and
dynamic variation.

Pitches, solfge syllables,

and handsigns are correct
all of the time.

The student plays with a

fundamental approach
to tone, but exhibits a
lack of control. The tone
is focused, clear, and
centered but with some
lapses. Proper intonation
is present throughout
some of the piece, and
breath support is
consistent some of the
time.
Pitches, solfge syllables,
and handsigns are
correct most of the time.

The student performs

artistically with
appropriate musical style
some of the time. The
student is sensitive to
phrasing and shaping of
musical lines some of the
time. The student gives
attention to musical
nuance and dynamic
variation some of the
time.
The student performs
rhythms accurately
throughout some of the
piece, and adheres to
tempo markings some of
the time with hesitations
in pulse.

The student performs

artistically with
appropriate musical style
little to none of the time.
The student is sensitive to
phrasing and shaping of
musical lines little to none
of the time. The student
gives attention to musical
nuance and dynamic
variation little to none of
the time.
The student performs
rhythms accurately
throughout little of the
piece, and adheres to
tempo markings little to
none of the time with
many hesitations in pulse.

The student performs

rhythms accurately
throughout the entire
piece, and correctly
adheres to tempo
markings while
maintaining a sense of
pulse.

The student performs

artistically with
appropriate musical style
most of the time. The
student is sensitive to
phrasing and shaping of
musical lines most of the
time. The student gives
obvious attention to
musical nuance and
dynamic variation most
of the time.
The student performs
rhythms accurately
throughout most of the
piece, and correctly
adheres to tempo
markings while
maintaining a sense of
pulse most of the time.

There are many missed

pitches, solfge syllables,
and handsigns.