M.E312

Sight-Reading

Sight-Reading

Each student will sight-read one of the four-measure melodies provided in this item or another developmentally appropriate example chosen by the teacher. The melodies provided vary according to the different competencies expected of students in grades 6, 7, and 8, as specified in the GLCEs above. Alternatively, musical excerpts could be chosen by the teacher and should differ according to the level of experience, skill, and ability of the students. Examples should be approximately four to eight measures in length, and can be chosen from a method book or piece of music or be created by the teacher. Excerpts should be aligned with the appropriate grade-level content standards.

Instrumental examples should be in an appropriate key and range for the instrument that students are playing and the developmental level of the students being assessed. Suggested keys for middle school-level band students include Concert B-flat major, Concert E-flat major, Concert F major. Suggested keys for middle school-level orchestra students include G major, D major, and A major.

Students will be assigned by the teacher to a separate assessment space (practice room, office, vacant classroom, etc.) for the assessment.

If the teacher chooses to use the melodies in the Teacher Booklet, because the melody bank does not appear in the Student Booklet, students will not have time to practice before they report to the assessment space, which allows for consistency.

Students will be evaluated on their ability to perform the correct pitches and rhythms, their performance fluency, and their ability to play with musical expression (e.g., dynamics, articulation). The teacher will score the work later and compile the results on the MAEIA Classroom Score Summary on page X of the Teacher Booklet.

This assessment requires the assistance of a musically qualified proctor, such as a parent, a music colleague at the school, a student teacher, or another music student, to administer the assessment in the assessment space.

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 FOR THE SIGHT READING PERFORMANCE

  • Dimension
  • Pitch Accuracy

  • Rhythm Accuracy

  • Fluency

  • Musical Elements

  • 1
  • 2
  • 3
  • 4
  • Student performs none or almost none of the pitches correctly and in tune.

    N/A at this time.
  • Student performs some pitches correctly and in tune.

    N/A at this time.
  • Student performs most pitches correctly and in tune.

    N/A at this time.
  • Student performs all or almost all pitches correctly and in tune.

    N/A at this time.
  • Student performs none or almost none of the rhythms correctly.

    N/A at this time.
  • Student performs some of the rhythms correctly.

    N/A at this time.
  • Student performs most of the rhythms correctly.

    N/A at this time.
  • Student performs all or almost all of the rhythms correctly.

    N/A at this time.
  • Student performance is not fluid. There are frequent tempo fluctuations and/or hesitations.

    N/A at this time.
  • Student performance is somewhat fluid, with many tempo fluctuations and/or hesitations.

    N/A at this time.
  • Student performance is mostly fluid, but there are a few tempo inconsistencies or occasional hesitations.

    N/A at this time.
  • Student maintains a steady tempo and has no or almost no hesitations.

    N/A at this time.
  • 1 point per element displayed
    _____Student attends to indicated dynamics
    _____Student attends to indicated tempo
    _____Student attends to indicated articulation

    N/A at this time.
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