Sound Source Identification

In this assessment, the students will identify different sounds from traditional and nontraditional instruments as well as other sound sources, and then provide the context and the rationale for their identifications.

The students should have had previous experiences using class percussion instruments, nontraditional sound sources (e.g., STOMP), or electronic sound sources through apps on an iPad or comparable device. Students should have had previous exposure to rhymes/songs and rhythm patterns in duple and/or triple meters. Students also should have had listening lessons that exposed them to instrument families, singing, non-Western instruments, and nontraditional sound sources. Finally, students should have a working vocabulary of terms to describe timbre and sound characteristics.

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.


  • Dimension
  • Sound Source Identification

  • Responses to Sound Source Clue

  • 1
  • 2
  • 3
  • 4
  • Student correctly identified one or two sound sources.

    N/A at this time.
  • Student correctly identified three to five sound sources.

    N/A at this time.
  • Student correctly identified six or seven sound sources.

    N/A at this time.
  • Student correctly identified all eight sound sources.

    N/A at this time.
  • Student did not respond.

    N/A at this time.
  • Student’s responses were vague and indecisive.

    View Exemplar
  • Student’s responses included descriptive words.

    View Exemplar
  • Student’s responses included several descriptive words from classroom vocabulary.

    View Exemplars
    View Exemplars
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