Music Grades 9-12

Student Performance Assessment SPA

Music Grades 9-12

The Music Grade 9–12 Student Performance Assessment (SPA) is applicable for any high school music

ensemble class.

Music Grades 9–12 End of Course Exam (EoC) Version 001

STARS Item Description: Music 9 12 V001

Administration Guide

This is not a secure document.

Music Grades 9–12 SPA Administration Guide

Student Performance Assessment (SPA)

A SPA is a type of End-of-Course Exam (EoC) that includes performance components in which students

produce or perform for part or all of the assessment. The SPA is intended to reflect the way in which a

course is conducted. By incorporating activities that students typically complete in class, the

assessment is an equitable method for assessing students in performance-based courses.

Purpose of the Administration Guide

The purpose of this Administration Guide is to help the teacher prepare for administration of the SPA

prior to seeing the test documents. The secure test documents will be available immediately before

administration of the test.

Overview

The Music Grades 9–12 V001 SPA is intended to be the final exam for a high school ensemble music

course. Scores should be incorporated into students’ final course grades. Testing Coordinators will

upload scores to the Public Education Department (PED) for statewide psychometric analyses.

The Music Grades 9–12 SPA is a performance-based assessment that determines a student’s

proficiency in the subject through performance-based evidences. Based on Knowledge, Skills, and

Applications (KSAs) of Essential Standards, this assessment equitably measures student achievement in

an authentic, standards-based format. It is a three part summative assessment that measures student

proficiency against a subset of the NM Music Standards and Benchmarks identified in the blueprint.

Part one of the assessment is a multiple-choice test that consists of terms and concepts that are

utilized on a day-to-day basis in any ensemble class. This portion of the assessment will be given

during the EoC administration window at the end of the course.

Parts two and three are performance assessments which may be given at a Large Group Festival, MPA,

MPAF or in-class performance. These portions will be assessed by the teacher and one other specialist

using the New Mexico Music Educators Association (NMMEA)/PED approved adjudication forms (see

Appendix A). The first performance will be assessed using the NMMEA/PED Instrumental Music

Performance Assessment adjudication form OR the NMMEA/PED Choral Music Performance

Assessment adjudication form. The second performance will be assessed using the NMMEA/PED Sight

Reading Performance Assessment adjudication form.


Blueprint

The Music: Grades 9–12 SPA Blueprint lists and expands upon the Essential Standards that are assessed

on this SPA. Selected by New Mexico educators, the Essential Standards are a subset of the course

standards that indicate the fundamental content in the course. The weight of each Essential Standard

provided in the second column indicates the percent in which this standard is assessed on the SPA. In

the third column, the Essential Standards are unpacked to reveal the associated Knowledge, Skills, and

Applications (KSAs).

Test Security

The Administration Guide and the Blueprint are not secure and may be distributed at will.

The SPA Test Booklet, Directions for Administration (DFA), and Answer Key are secure and must be

maintained with diligence. Used and unused copies of these forms must be maintained by the School

Test Coordinator (STC) or District Test Coordinator (DTC). All tests must be numbered and accounted

for both before and after test administration. Test Administrators (TAs) must sign out and sign in each

copy of the assessment. All unused copies should be maintained in locked storage or destroyed after

the completion of administration. Completed Answer Documents must be maintained by the STC or

DTC for five (5) years after administration. If digital copies are maintained, the originals must be

destroyed.

Instructional Notes

Teachers should complete the following preparatory tasks prior to the EoC:

1. Select age and ability-appropriate repertoire to be performed by each ensemble or student.

Factors to consider: range, complexity, harmony, solo playing, and contrast. The PED does not

have a required repertoire list for the performance assessments.

2. Guide students in the preparation of the repertoire.

3. Use appropriate academic language for music in the classroom.

4. Familiarize themselves and the students with the criteria on the NMMEA/PED approved

adjudication rubrics (see Appendix A).

5. Prepare students for sight-reading assessment procedures.

Required Equipment and Tools

The following materials are required for the SPA:

All necessary musical instruments and supporting equipment as necessary for the course

All necessary original musical scores to be performed, at no cost to students

A classroom or auditorium in which to perform

Copies of the appropriate adjudication forms for the performance assessment

Copies of the adjudication form for the Sight Reading performance assessment

Sufficient number 2 pencils for the multiple choice portion


Time Requirements

The multiple choice portion should take students approximately 30–45 minutes to complete.

The performance assessment: Teachers should select ability appropriate repertoire no later than 2

months prior to the assessment. Rehearsal of the music for assessment should begin no later than 2

months prior to the assessment.

The day(s) of the assessment (either an NMMEA MPA or classroom assessment):

1. Warm-up (not to exceed 35 minutes)

2. Performance (not to exceed 35 minutes)

3. Sight reading (not exceed 35 minutes)

Room/Space Requirements

Part 1—Appropriate room for a written test, which must include desks or tables

Part 2—Appropriate performance space (i.e. theatre, auditorium, gym, large classroom, practice room)

depending on size of any ensemble. Make sure room is large enough to accommodate all equipment.

Staffing Requirements

Part 1—Multiple Choice: Adequate staff to administer a written exam

Parts 2 and 3—Performances: If attending an NMMEA sanctioned MPA, staffing for the event will be

provided by NMMEA and consists of experts in the field, three of which will give scores on the

performance component and one which will score the sight reading component. To meet NMPED

requirements, the teacher can serve as the second scorer in sight-reading.

If the SPA is conducted onsite, there must be a second scorer for a select number of performances (see

Scoring and Staffing Guidelines below). One scorer may be the teacher of the course. The primary

scorer must be a certified teacher with the proper content area endorsement. The second scorer

should be an expert in the field with experience specific to the content of the course.

Scoring and Staffing Guidelines

Parts 2 (group performance) and 3 (sight reading) of the SPA will be scored using standardized rubrics

developed by NMMEA (See Appendix A). If students attend an NMMEA Music Performance

Assessment (MPA), scoring for the Standards Performance Assessment and Sight Reading Assessment

occurs during the performance. Scoring of the multiple choice portion occurs during or after the state

EoC test window by the District or School Test Coordinator (DTC or STC).


If the class goes to the MPA but a student is absent, the teacher and one other scorer should assess the

student individually or with other students who were absent using the same NMMEA/PED approved

adjudication forms.

Items 1–33 are multiple choice and should be scored electronically, if possible. If not possible, they

should be scored by someone other than the teacher of the course.

For scoring of the performances that occur in the classroom, the first 10 students must be double-

scored on the first day of testing and on additional days such that double-scoring occurs on half of the

testing days. This means that, for half of the days in which the test is given, the first 10 students must

be scored by two people according to the following guidelines. For an odd number of testing days, you

may round down for the double-scoring requirement. For example, if a TA administers the assessment

on all five days of a school week, double-scoring must happen on Monday and one other day during

the week. The purpose of double-scoring is to promote consistent application of the rubric and ensure

inter-rater reliability.

The two scorers collaboratively review the performance rubric before administering this

portion of the SPA.

The performances should be scored while students perform according to the performance

rubric.

While the first ten students perform, the scorers independently score each student on their

rubric.

After the first ten students perform, the students may take a short break while the scorers

discuss their scores. The two scorers must agree upon a score for each component of the

rubric with regard to each student. The scorers may NOT average their scores. This discussion

is intended to calibrate the primary scorer so that s/he is consistent with scoring throughout

the process.

Alternately, a short discussion to calibrate scores may occur after each student performs.

After the scoring discussion, both rubrics for a student should reflect the same scores. Both

rubrics should be returned to the DTC for storage.

If the assessment is given to ALL students in ONE day, at least the first 25 students must be

double-scored. If there are fewer than 25 students, all students must be double-scored.

Student Access to Materials

Individual task materials to be released as follows:

Students will receive part 2 performance repertoire no less than 2 months prior to the

performance assessment.

Sight-reading materials will be distributed to the students the day of the assessment. This

assessment will either occur in conjunction with a district NMMEA MPA, another district


NMMEA sponsored event, or on site. See NMMEA Sight Reading Procedures for additional

information.

Students will receive the multiple-choice portion of the EoC on the day of assessment during

their school’s EoC administration window.

Post-test Treatment of Materials

After students have completed the assessment and all components have been scored, return all paper

and digital forms to the STC or DTC. Do not retain any digital copies of test material, and be sure to

return all unused forms to maintain test security. The STC or DTC will maintain records of all test forms

for five (5) years. Maintenance of any secure SPA components by staff or students strictly prohibited.

Accommodations

Students with disabilities may use their assessment accommodations as listed on their IEPs or 504

Plans. Allowable accommodations may include the following:

extended time

Braille version

signing of test

read aloud test items

read aloud to self

assist tech-presentation

color overlays

math manipulatives

manipulating materials

blank graphic organizer

scribe

assist tech-response

audio record response

For additional details on assessment accommodations, reference the NMPED Accommodations

Manual.

Versions in Non-English Languages

The policy for taking the EoCs in languages other than English is the same as the mandate for the SBA.

The first three continuous years a student attends public school in the United States, the student may

take an EoC in his or her native language. For the following two continuous years, the student may test

in his or her native language if he or she still qualifies for ELL status and has submitted a waiver. The

EoC Language Waiver is available on the PED website. There is an option to translate this EoC on the

district level.


New Mexico Music Educators Association

Instrumental Music Performance Assessment

District Number (please circle): 1 2 3 4 6 7

School Name:

Performance Date:

Performance Time:

Director Name:

Ensemble Name:

Classification:

Selections and Composers:

Final Rating I. SUPERIOR

10 Points Each

Consistently

demonstrates

proper:

II. EXCELLENT

9 Points Each

Frequently

demonstrates

proper:

III. GOOD

8 Points Each

Sometimes

demonstrates

proper:

IV. FAIR

7 Points Each

Rarely

demonstrates

proper:

V. UNPREPARED

6 Points Each

Did Not

demonstrate

proper:

Articulation

Balance / Blend

Dynamics

Rhythm / Ens. Precision

Interpretation / Style

Intonation / Tuning

Note Accuracy

Phrasing

Technique

Tone Quality

TOTAL TOTAL TOTAL TOTAL TOTAL

ADJUDICATOR: Multiply number of checked items by points in each category entering total at the bottom of the column.

Every item must receive a check. Total points and assign a rating from the scale below:

STRENGTHS: AREAS TO IMPROVE:

Space for comments on back

Please check: Point to Rating Conversion

1. Appearance

2. Behavior

3. Stage presence

Appropriate Not Appropriate This section does not apply to final rating

90 - 100

80 - 89

70 - 79

60 - 69 59 and Below

= I

= II

= III

= IV

= V

Superior

Excellent

Good Fair

Unprepared

Adjudicator's Signature: Date:


Articulation

Balance / Blend

Dynamics



Intonation / Tuning

Note Accuracy

Phrasing Technique Tone

Quality



Choral Music Performance Assessment

District Number (please circle): 1 2 3 4 6 7

School Name:

Performance Date:

Performance Time:

Director Name:

Ensemble Name:

Classification:

Selections and Composers:

Final Rating I. SUPERIOR

10 Points Each

Consistently

demonstrates

proper:

II. EXCELLENT

9 Points Each

Frequently

demonstrates

proper:

III. GOOD

8 Points Each

Sometimes

demonstrates

proper:

IV. FAIR

7 Points Each

Rarely

demonstrates

proper:

V. UNPREPARED

6 Points Each

Did Not

demonstrate

proper:

Diction

Balance / Blend

Dynamics



Intonation

Note Accuracy

Phrasing

Technique

Tone Quality

TOTAL TOTAL TOTAL TOTAL TOTAL

ADJUDICATOR: Multiply number of checked items by points in each category entering total at the bottom of the column.

Every item must receive a check. Total points and assign a rating from the scale below:

STRENGTHS: AREAS TO IMPROVE:

Comment space on back


1. Appearance

2. Behavior

3. Stage presence

Appropriate Not Appropriate This section does not apply to final rating

90 - 100

80 - 89

70 - 79

60 - 69 59 and Below

= I

= II

= III

= IV

= V

Superior

Excellent

Good Fair

Unprepared

Adjudicator's Signature: Date:


Comments

Diction

Balance / Blend

Dynamics



Intonation

Note Accuracy

Phrasing

Technique

Tone Quality



Sight Reading Performance Assessment

District Number (please circle): 1

2

3

4

6

7

School Name: Level to be sight read

Performance Date:

Performance Time:

Director Name:

Ensemble Name:

Classification:

Final Rating

I. SUPERIOR II. EXCELLENT III. GOOD IV. FAIR V. UNPREPARED

20 Points Each 18 Points Each

16 Points

Each 14 Points Each 12 Points Each

Consistently Frequently Sometimes Rarely Did Not

demonstrates demonstrates demonstrates demonstrates demonstrate

proper: proper: proper: proper: proper:

Rhythm

Note Accuracy

Intonation

Flexibility/Response Style

Tone

TOTAL TOTAL

TOTAL TOTAL TOTAL

ADJUDICATOR: Multiply number of checked items by points in each category entering total at the bottom

of the column. Every item must receive a check. Total points and assign a rating from the scale below:


Appropriate Not Appropriate 95-100 = I Superior

1. Appearance

85-94 = II Excellent

2. Attentiveness

75-84 = III Good

3. Pacing

65-74 = IV Fair

This section does not apply to final rating

64 &

Below = V Unprepared

Adjudicator's Signature:

Date:


Comments

Rhythm

Note Accuracy

Intonation

Flexibility/Response

Tone

Music Grades 9-12

Documents

Transcript of Music Grades 9-12