M.E414

Self-Evaluation

Self-Evaluation

Students will watch or listen to a recording of their own ensemble performance of a single piece of music and will analyze their performance with a rubric. The recording may have to be played up to five times.

After scoring the performance with the Student Scoring Rubric, students will provide specific examples of why they gave the ratings that they did on a separate sheet in their Student Booklets. Then they will provide three specific examples of things that went well in their performance and three specific examples of things that they can improve upon.

The teacher will then score the students’ work with the Teacher Scoring Rubric.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students.


This is an analytic rubric. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

TEACHER SCORING RUBRIC

  • Dimension
  • Scoring Rubric Examples

  • Performance Analysis

  • 1
  • 2
  • 3
  • 4
  • Student identifies only a few musical elements.

    View Exemplar
  • Student identifies only a few musical elements.

    View Exemplar
  • Student deconstructs the performance and identifies musical elements and accurate terminology.

    View Exemplar
  • Student identifies the musical elements and uses musical language.

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  • Student draws upon a few examples to comment on a few musical elements.

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  • Student draws upon some examples to comment on some musical elements using musical terminology.

    View Exemplar
  • Student draws upon many examples to insightfully analyze and evaluate the performance.

    View Exemplar
  • Student draws upon extensive examples and comments on them using musical terminology.

    View Exemplar
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