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iRubric: Intermediate Level: Performance Assessment rubric

iRubric: Intermediate Level: Performance Assessment rubric

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Intermediate Level: Performance Assessment 
FFMHS Chorus Assessment: Let It Be
Students will sing Amazing Grace, an SSA acappella version arranged by John Leavitt. Each student will be assigned a part to learn. Students will need to learn their own part and then collaborate with the other students in order to perform their parts simultaneously, one person per part. This will be part of the 80% summative portion of their grade for the 4th quarter.
Rubric Code: RX29B6X
By marijohedman
Ready to use
Public Rubric
Subject: Music  
Type: Assessment  
Grade Levels: 6-8, 9-12

Powered by iRubric Choral Assessment
 

1 pts


2 pts


3 pts


4 pts

Steady Beat

1

Student is NOT ABLE to sing with a steady beat that matches the steady beat of the other performers at this time.
2

Student SOMETIMES sings with a steady beat that matches the steady beat of the other performers. The steady beat mistakes DO take away from the overall performance.
3

Student MOSTLY sings with a steady beat that matches the steady beat of the other performers. The steady beat mistakes do NOT take away from the overall performance.
4

Student ALWAYS sings with a steady beat that matches the steady beat of the other performers.
Rhythm

1

Student is NOT ABLE sing rhythms accurately at this time. There are 5 or more rhythmic mistakes.
2

Student SOMETIMES sings rhythms accurately. There are 3-4 rhythmic mistakes in this performance.
3

Student MOSTLY sings rhythms accurately. There are 1-2 rhythmic mistakes in this performance.
4

Student ALWAYS sings rhythms accurately. There are no rhythmic mistakes in this performance.
Intonation (pitch)

1

Student is NOT ABLE to sing the correct pitches and demonstrates poor intonation. There are 5 or more pitch mistakes.
2

Student SOMETIMES sings the correct pitches but demonstrates poor intonation. There are 3-4 pitch mistakes.
3

Student MOSTLY sings the correct pitches and demonstrates good to very good intonation. There are 1-2 pitch mistakes.
4

Student ALWAYS sings the correct pitches and demonstrates excellent intonation throughout the performance of this piece.
Diction (words)

1

Student is NOT ABLE to articulate the words clearly at this time. The lyrics are NOT easily understood.
2

Student SOMETIMES articulates the words clearly. The lyrics are hard to understand. Lack of diction DOES take away from the overall performance of this piece.
3

Student MOSTLY articulates the words clearly. The lyrics are mostly understood. Lack of diction does NOT take away from the overall performance.
4

Student ALWAYS articulates the words clearly. The lyrics are easily understood.
Phrasing

1

Students is NOT ABLE to show understanding of proper phrasing at this time. The student breathes in random places and does not pay attention to punctuation and rests in regard to breathing.
2

Student SOMETIMES breathes at the ends of phrases. Student someitmes breathes at designated punctuation marks or during rests. The phrasing mistakes DO take away from the overall performance.
3

Student MOSTLY breathes at the ends of phrases. Student mostly breathes at designated punctuation marks or during rests. The phrasing mistakes do NOT take away from the overall performance.
4

Student ALWAYS breathes at the ends of phrases. Student breathes at designated punctuation marks or during rests.
Projection

1

Student is NOT ABLE to project voice at this time. It was so difficult to hear the student that scoring this performance may/may not be possible.
2

Student SOMETIMES projects but is NOT easily heard for a majority of the performance.
3

Student MOSTLY projects and is easily heard throughout the majority of the performance.
4

Student ALWAYS projects and is easily heard.
Tone Quality

1

Student is NOT ABLE to sing with good tone at this time.
2

Student SOMETIMES sings with good tone but it is breathy and not relaxed. The tone quality DOES take away from the overall performance.
3

Student MOSTLY sings with good, clear tone. The tone may be a little breathy at times or not as relaxed. The tone quality does NOT take away from the overall performance.
4

Student ALWAYS sings with good, clear, relaxed tone.
Balance and Blend

1

Student is NOT ABLE to balance and blend his/her voice so that all parts can be heard. The part is either too loud or too soft, consequently not balancing with the other voices.
2

Student performs assigned part and SOMETIMES blends his/her voice so that all parts can be heard. The balance and blend mistakes DO take away from the overall performance.
3

Student performs assigned part and MOSTLY blends his/her voice so that all parts can be heard. The balance and blend mistakes do NOT take away from the overall performance.
4

Student performs assigned part and ALWAYS blends his/her voice so that all parts can be heard. The melody is predominant and the underlying parts although softer, are equally blended and balance well with the melody.
Part Singing

1

Students is NOT ABLE to sing the correct part at this time.
2

Student SOMETIMES sings the correct part.
3

Student MOSTLY sings the correct part.
4

Student ALWAYS sings the correct part.




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