Formative Assessment 

Formative assessments occur frequently throughout the year and allow teachers to form lessons that meet their students’ current level of ability. Initial and regular diagnostic assessments, as part of the overall formative assessment process, allow teachers to assess what skills and knowledge students already possess. Knowledge of these skills provides an effective tool to aid in planning future instruction but also assists the teacher in varying their approach to the curricula to assist in future student achievement. 

Summative Assessment 

While music standards allow for multiple approaches in assessing students, one of the most common types of assessments is summative. Summative assessments allow students and teachers to evaluate what they have learned and achieved at the end of the course or after information has been presented (e.g., the piece is learned, songs composed, etc.). The arts are unique in that the final product of music education - often a performance or composition - is not the only metric for evaluation. Much like the writing process or the scientific method, the process of learning and creating is just as vital as a final, summative product. It is important for teachers to emphasize the importance of the process of learning music, rather than putting emphasis solely on the finished product. 

5.M.CR.1.4 Identify a system of syllables, numbers, or letters to demonstrate basic notation on a staff:
Rhythmic (combination of sixteenth and eighth notes and dotted rhythms)
Melodic (diatonic scale and treble clef) 

Formative Assessment

Students are practicing a new element (e.g., fa in solfege). The class sings a known song with fa (or other element in it) using solfege (or their system of syllables/numbers/letters), then helps the teacher notate a phrase of the song on the staff. When the teacher asks where fa should go on the staff, students hold up the correct alphabet letter or name the correct line/space.

5.M.PR.1.6 Sing with an acceptable tone quality throughout his/her singing ranges or play an instrument with an acceptable tone quality throughout an appropriate range. 

Formative Assessment

While progressing through an instrumental unit such as recorders or ukulele, allow time for individual and small group practice and assessment of tone and progress. Using a system like Recorder Karate or technology such as Flipgrid, check for understanding and provide feedback as necessary to aid in a student’s progress and improvement.

5.M.RE.1.5 Compare students’ likes and dislikes of music of different styles and identify criteria for evaluating a musical composition or a music performance. 

Summative Assessment

To assess a student's ability to evaluate a musical performance, provide multiple examples of performances of a known song (such as "The Star Spangled Banner"). Guide the students in their comparisons and evaluation of each performance by providing writing prompts to facilitate the expression of their opinions.  

5.M.CN.1.2 Recognize, describe, and listen to music from a variety of styles, periods, and cultures.

Summative Assessment

Create a Jeopardy-style game with each category representing a variety of music styles, periods, and cultures. Divide students into teams and play the game observing for mastery and understanding through student answers in the game.