PA SLO Template Educator Effectiveness Project Last Update 2/14/13

Individual Vocal Assessment Task

Each student will demonstrate an ability to sing his/her choral part independently in an unaccompanied setting,
exhibiting mastery and/or growth in such components as tone quality, expression and style, phrasing, pitch, intonation,
rhythm, diction and articulation.

On two separate occasions, each member of the choir will individually perform a 16 measure teacher-chosen
unaccompanied excerpt from the concert music (repertoire). These will be recorded by having students sing either into a
microphone or within the visual and audio range of a video camera. Music selected for the second assessment will be of
an equivalent difficulty level, level III or higher, as determined by professional music organizations.

Singing Rubric 1-Below Basic 2-Basic 3-Proficient   4-Advanced

A. Tone Quality The tone is often not Tone is often focused, clear Tone is focused, clear and Tone is consistently focused,
DOK 4 focused, clear or centered and centered, but centered through the clear, and centered throughout
regardless of the range, sometimes the tone is normal singing range. the range of the voice.
significantly detracting uncontrolled in the normal Extremes in range
from the overall singing range. Extremes in sometimes cause tone to
performance. range are usually be less controlled. Tone
uncontrolled. Occasionally quality typically does not
the tone quality distracts distract from the
from overall performance. performance.
B. Rarely demonstrates Sometimes performs with Typically performs with Consistently performs with a
Expression and Style expression and style. Just nuance and style that is nuance and style that is creative nuance and style in
DOK 4 sings the notes. indicated in the musical indicated in the printed response to the printed
score or which is suggested musical score or which is musical score and limited
by instructor. suggested by the coaching.
instructor.
C. Phrasing Phrasing is rarely Phrasing is usually Phrasing is usually Phrasing is always consistent
DOK 4 consistent and/or sensitive consistent and occasionally consistent and sensitive to and sensitive to the style of
to musical style. sensitive to the style of the style of music being music being sung.
music being sung. sung.
D. Pitch Accuracy 5 or more pitch errors 3-4 pitch errors observed 1-2 pitch errors are All pitches accurate.
DOK 1,2 observed observed, but most of the
time pitch is accurate and
secure.
E. Intonation Significant intonation Student demonstrates 1-2 notes do not meet an All notes are in tune.
DOK 3,4 difficulties throughout, regular intonation acceptable level of
resulting in poor tonal difficulties, lacking intonation. Most pitches
center or recognizable consistent tonal center. 3-4 are sung in tune,
melody. Student pitches do not meet an maintaining tonal center
demonstrated 5 or more acceptable level of (key) throughout.
notes that do not meet an intonation.
acceptable level of
intonation.
F. Rhythm Student demonstrates 5 or Student demonstrates 3-4 The beat is secure and the All rhythmic values are
DOK 1,2 more rhythmic errors. The rhythmic errors. The beat rhythms are mostly accurate. The student
beat is usually erratic and is somewhat erratic. Some accurate. Student demonstrates a constant beat

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rhythms are seldom rhythms are accurate. demonstrates 1-2 rhythmic throughout the excerpt for the
accurate distracting Frequent or repeated errors. pitches being sung.
significantly from the duration errors. Rhythm
overall performance. problems occasionally
distract from the overall
performance.
G. Diction Student rarely articulates Student sometimes Student articulates Student articulates consonants
DOK 1,2 the consonants and vowels, articulates the consonants consonants and vowels and vowels clearly, and the
and the text is not and vowels, but the text is with minimum distortion or text of the music is
discernible. often not discernible. understatement, and the understandable.
text can be understood
most of the time.
H. Articulation Manner of articulation is Manner of articulation is Manner of articulation is Manner of articulation is
DOK 1,2 rarely evident, according to inconsistent and/or mostly clear, according to stylistically clear, agile and
the written excerpt, awkward and/or incorrect, the written musical unified, according to the
resulting in very little to no according to the written excerpt. Minor and written musical excerpt, adding
clarity and contrast. musical excerpt, adding infrequent inconsistencies a significant degree of clarity
some clarity and contrast. do not significantly distract and contrast to the music.
from the musical clarity
and contrast.

Handout #10- Quality Assurance Checklist

Yes No Test Blueprint
x 1. The blueprint lists the chosen content standards.
x 2. The blueprint lists the content ID number.
x 3. The blueprint respects time constraints, and test is worth 25-35 total points (35-50
points for high school
x 4. The blueprint designates item type and point value for each item.
x 5. The blueprint reflects a range of DoK levels.
Operational Forms
x 6. All content is accurate (graphics, passage, and question)
x 7. Reading level is appropriate
x 8. Vocabulary is appropriate
x 9. Reasoning skills required are appropriate
x 10. Language is simple, clear, consistent, and understandable
Fairness and Sensitivity
x 11. Items are sensitive to different cultures, religions, ethnic and socio-economic
groups, genders and disabilities
x 12. Test avoids text that may elicit strong emotions in specific groups of students and
prevent those students from accurately demonstrating their skills and knowledge
x 13. Clear, concise wording
x 14. Present tense and active voice when possible

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x 15. No colloquialisms or words with double meanings
x 16. Charts, tables, graphs, and diagrams are clear and understandable
Alignment
x 17. Question clearly addresses the standard identified in the item tag
x 18. The DoK listed reflects the depth of knowledge of the item
x 19. Item weight and type are consistent between the blueprint and the item
Multiple Choice Items
x 20. Presents a definite, explicit, and singular question
x 21. Includes appropriate qualifiers (e.g., best, most likely) if necessary
x 22. Worded positively (when possible)
x 23. Only one (1) correct answer
x 24. All distractors are plausible and capture common misconceptions or errors
x 25. Answer option and distractors are the same length, structure, and format
x 26. All choices are grammatically consistent with the item stem
x 27. Contains no clues to the correct answer or to any other answer
x 28. Three answer options for grades K-1, four answer options for grades 2-12
x 29. Answer options are in ascending or descending order whenever possible
x 30. Charts, tables, graphs, and images are placed within the item
x 31. “All of the above” and “None of the above” have been avoided
x 32. Directions state what to do, where and how to respond, and point value
x 33. Directions are not repeated when test-takers are performing the same task from
item to item
Constructed Response Items
x 34. Task is clearly defined and directions are specific
x 35. Uses appropriate verbs to communicate expectations (e.g., compare, predict)
x 36. If the question has multiple parts, the parts are clearly delineated (e.g., Part A, Part
B)
x 37. The extent of the expected answer has been clearly stated (e.g. Give three reasons
why…)
x 38. Directions state what to do, where and how to respond, and point value
x 39. Directions are not repeated when test-takers are performing the same task from
item to item
x 40. Each Constructed Response item has a well-developed rubric
Scoring Key and Rubrics
x 41. The correct answer is identified for MC items
x 42. For CR items, the rubric contains item specific explanations of correct, partially
correct, and incorrect responses with assigned point values
x 43. Rubric provides possible student answers as examples for each point value
Administrative Guidelines
x 44. Explain steps for before, during, and after test administration
x 45. Explain requirements, conditions, equipment needed to administer the test
x 46. Identify the approximate time needed for the test-taker to respond
x 46. Identify the approximate time needed for the test-taker to respond
x 47. State any materials (e.g., calculators) needed/allowed by the test-taker
x 48. Include detailed “scripts” articulating the information to be communicated to the
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test-takers
x 49. Include procedures for scoring, make-up tests, and handling completed tests
x 50. Provide directions for start/stop times, completing student information and
beginning and ending the testing session

Comments:

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