Rebilas, Shaune

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SINGING FOR A GRADE?
What Happens When Middle School Students are 
Individually Assessed on Their Sightsinging Skills?
Submitted by Shaune Rebilas
Fact:  The new formula for teacher evaluation in Kentucky 
requires tracking and documenting individual student 
growth.
This presents many challenges for the choral educator:
 In my situation, chorus is an ensemble performance class with more than     
75 students in each of six classes.
 A paper and pencil test on music theory would be easy to administer, score 
and track, but does not authentically measure the skills that are the 
backbone of the choral curriculum.
 What aspect of the curriculum would be an authentic assessment?
 It makes sense to evaluate each student on their individual singing 
skills……but how?
Why track sightsinging skills?
 This type of assessment lets the students demonstrate application of their 
knowledge and skills.
 This type of assessment helps the teacher to know the capabilities of each 
student, thereby guiding subsequent instruction
 A study by Demorest (1998) found that individual testing was an effective 
means to improve individual sightsinging in group performance situations.
 Keenan=Takagi (2000) “by evaluating individual success, you will be making a 
strong commitment to each student.
Sounds like a great idea!  So what’s the big deal?
CHOIR IS A GROUP EXPERIENCE!
• At the middle school level, choir is for anyone who would like to try it, 
regardless of perceived singing ability – no audition required.
• Many students try it because they can sing with their friends.
• Many students try it because they think they will have no homework and they 
will never have to sing alone.
• Many students try it because they love to sing….in a crowd!
I chose to implement this project with my first year choir students (7th grade 
girls) as they are very agreeable and sweet.  I thought                                     
they might offer the path of least resistance!
WHAT WILL HAPPEN?
 Will students be stressed?
 Will students refuse to sing 
individually?
 Will students ask to be 
removed from chorus?
 Will students be afraid to 
sign up for chorus next year?
 Will students embrace the 
opportunity show off their 
skills?
 Will students practice their 
singing at home?
 Will the choir improve as a 
result of this intervention?
OR…
The Assessments….
 Individual sightsinging performances assessed by pre/post test 
submitted via audio recordings and scored on a rubric.
 Individual student attitudes toward the assessments recorded through 
observation and the administration of a pre/post student voice survey.
 Audio recordings of whole group sightsinging and performance of 
repertoire examined to determine growth.
The Plan ….
 Whole group practice of sightsinging examples from previous Kentucky Music 
Educators Association assessment events.
 Individual practice of rhythm utilizing the Rhythm Cat ipad app.   Enhances 
rhythm skills in a game format at student individual pace.
 Whole group practice of sightsinging using Smartmusic Computer program 
which provided instant feedback and was adaptable to games.
 Opportunities were provided for students to voluntarily demonstrate their 
skills as part of a small group, with a partner, or even as a soloist.
THE RESULTS…
The anonymous student voice survey taken via ipad revealed that after 
the intervention, not as many students rated themselves as a good 
singer….I like to think they realized that there are skills they still need to 
develop on their way to “good singer” status!
0 5 10 15 20 25 30 35 40 45
Strongly Agree
Somewhat Agree
Somewhat Disagree
Strongly Disagree
STUDENT VOICE SURVEY
"I AM A GOOD SINGER"
Survey #2 Survey #1
RESULTS Continued…
More students now think they are good sightsingers.  Bravo!
0 10 20 30 40 50 60
Strongly Agree
Somewhat Agree
Somewhat Disagree
Strongly Disagree
STUDENT VOICE SURVEY
"I AM A GOOD SIGHTSINGER"
Survey #2 Survey #1
AND MORE RESULTS
More students indicated that they would like to sing alone for a grade!
0 10 20 30 40 50 60
Strongly Agree
Somewhat Agree
Somewhat Disagree
Strongly Disagree
STUDENT VOICE SURVEY
"I WOULD LIKE TO SING BY  MYSELF FOR A GRADE"
Survey #2 Survey #1
Data – Individual Singing Assessments
Students recorded themselves on ipad and submitted recordings electronically.  
Recordings were scored on a rubric for skill level in pitch, rhythm and fluidity.  
The levels of achievement were novice, apprentice, proficient and distinguished.  
This is the same language that is used at KMEA sanctioned assessment events.
9
7
2
6
1
0
4
2
5
6
9
1
3
PRE - TEST POST - TEST
PITCH
PRE AND POST TEST COMPARISON
Novice Apprentice Proficient Distinguished
More Data….
There was tremendous growth in the area of rhythm.  I attribute this to the 
practice with the Rhythm Cat ipad application.
2 1
1
0
3
4
6
2
62
8
5
5
P R E - TEST POST - TEST
RHYTHM
PRE AND POST TEST COMPARISON
Novice Apprentice Proficient Distinguished
OVERALL GROWTH
 An examination of overall scores for pre and post test revealed that 
sixteen students moved from novice/apprentice levels to 
proficient/distinguished
Novice Apprentice Proficient Distinguished
Pre-test 11 24 45 6
Post-test 3 16 55 12
NUMBER OF STUDENTS SCORING AT EACH LEVEL 
Did it make a difference in the 
choir’s performance?
On April 2nd, this choir (Treble I) went to KMEA Assessment in 
Elizabethtown, Kentucky.  The score they received for 
sightsinging was a 38 out of a possible 40 points, on the first 
reading of the sightsinging passage!  Choirs are allowed two 
readings and are scored on the second attempt.  The judge 
said there was no need for a second attempt and her written 
comments included “Wow.  Excellent focus and musicianship 
today ladies.  You are ready for the next level.”
Congratulations Girls!
References
Barden, W. (2011).  Performance assessment and reflection in choral ensembles.  
San Diego: Kjos Music Press.
Craig, C.L., & McCormick, E.P. (2002).  Improving student learning through 
authentic assessment.
DeLuca, D., & Bolden, B. (2014, September).  Music performance assessment: 
Exploring three approaches for quality rubric construction. Music Educators 
Journal, 101(1), 70-76.
Demorest, S.M. (1998).  Improving sight-singing performance in the choral 
ensemble: The effect of individual testing.  Journal of Research in Music 
Education, 46(2), 182-192.
Demorest, S.M. (2000).  The challenge of the middle school chorus.  Music 
Educators Journal, 86(4), 21-22.
Hanna, W. (2007).  The new Bloom’s taxonomy:  Implications for music education. 
Arts Education Policy Review, 108(4), 7-16.
References continued
Keenan-Takagi, K. (2000).  Embedding assessment in choral teaching. Music Educators 
Journal, 86(4), 42-46.
MacMillan, J.H. (2001).  Classroom assessment: Principles and practice for effective 
standards-based instruction. (5th ed.). Boston: Pearson Education, Inc.
Randall, M. (2010).  Beyond the grade. Teaching Music, 17(6), 36-39.
Scott, S. (2004). Evaluating tasks for performance-based assessments: Advice for 
music teachers.  General Music Today, 17(2), 17-28. 
The National Association for Music Education.  Assessment in music education.
Retrieved from http://www.nafme.org/about/position-statements/assessment-in-
music-education-position-statement/assessment-in-music-education/.
Weatherred, D. (2013)  Honoring the rehearsal. National Association for Music 
Education. Retrieved from http://www.nafme.org/honoring-the-rehearsal.
Wesolowski, B.C. (2012).  Understanding and developing rubrics for music 
performance assessment. Music Educators Journal, 98(3), 36-42.


What Happens When Middle School Students are Individually Assessed on Their Sightsinging Skills?

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What Happens When Middle School Students are Individually Assessed on Their Sightsinging Skills?

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