Vetted and Approved SLO Assessment

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

Reporting
Category:
Administrat
ion
Directions:
Scoring
Directions:

Growth Target:
Spreadsheet:

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, refne, and
apply psychomotor and
kinesthetic skills such as appropriate
posture,
breathing,
text,
diction,
articulation,
vibrato,
bowings, fngerings,
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
Individually, students will sight read a selection using solfege and
handsigns. The
performance
recorded
labeled
with
thebox will
Each student will
will be
be video
graded
with a 16andpoint
rubric.
Each
carry a point 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
fnal 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
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.

T
E
K
S
:

117.312,
117.31
3
From
11
7.31
1
4.A exhibit increasingly mature, characteristic sound appropriate
for the genre while sight
r
e
a
d
i
n
g
;
4.B demonstrate, refne, and apply psychomotor and kinesthetic
skills such as appropriate posture,
breathing,
text,
diction,
articulation,
vibrato,
bowings,
fngerings,
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
r
e
a
d
i
n
g
;

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,
intonatio
n, breath
support)

Pitch,
Solfge,
and
Handsigns

Musicianshi
p (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.
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
The student
performs rhythms
accurately
throughout the
entire piece, and
correctly adheres
to tempo markings
while maintaining
a sense of pulse.

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
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
Pitches, solfge
syllables,
and handsigns are
correct most of the
time.

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

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
The student
performs rhythms
accurately
throughout most of
the piece, and
correctly adheres
to tempo markings
while maintaining a
sense of pulse most

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
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
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.

There are many

missed pitches,
solfge syllables,
and handsigns.