Standards and Assessment Micro-Credential

Join your colleagues to learn how they’re making the Standards come alive in their classrooms—and capturing useful data on student learning through meaningful assessment practices. This micro-credential begins with a 3-hour workshop with NAfME President Denese Odegaard sharing her tried-and-true strategies for designing curriculum based on the 2014 Music Standards, including easy ways to unpack the new Standards. Additional sessions look at a variety of assessment practices and how to make assessment work for you and your students, including in ensemble settings.

To Sign Up for this Teacher Evaluation Micro-credential, go here.

Required Sessions

  • Monday, 8:00 A.M. Heather Waters –  Assess Yourself: Student-created Rubrics in the Music Classroom
    How might your fourth-grade student describe a “proficient” recorder performance? Within your classroom community, do you and your students agree on a set of criteria that constitutes “proficiency”? Do your students clearly understand why they received a particular grade? Does your administrator ask for clear and specific evidence of student learning?    Through connections to research and practical examples from diverse classroom settings, this session will examine processes for creating rubrics alongside music students. Rubrics are well suited to assessing music performance (DeLuca & Bolden, 2014), and may help students achieve focused learning objectives (Jackson & Larkin, 2002). However, rubrics are frequently completed by teachers (Scott, 2005), students may not understand why they received a certain grade on a particular assignment (Jackson & Larkin, 2002; Montgomery, 2000), and processes for rubric creation are frequently described in teacher-centric language. Including students in the rubric creation process may facilitate student autonomy and accountability, and increase motivation (i.e. Eppink, 2002; Scott, 2001, 2012). When students and teachers collaboratively clarify shared learning objectives and criteria, they facilitate relevant and meaningful musical learning. In this session, we will explore connections to general education and music education research regarding rubric creation, and effective processes for facilitating student-created rubrics in your music classroom.  


  • Tuesday, 1:00 P.M. Denese Odegaard – Putting it All Together – Standards and Assessment at the District Level
    Do you ever wonder how to implement the standards in your own district? This workshop will take you through the step by step process of writing a district standards-based curriculum, lesson plans, assessments for student growth, and more!  This work is based on a school district’s plan and will cover tips for engaging the whole music staff on this project which results in more buy-in! Free templates will be offered and time embedded into the workshop to create a district plan for your district.


  • Tuesday, 4:45 P.M. Brendan Ferrari  – The End of the Participation Grade! Meaningful and Realistic Assessment in the Ensemble Classroom
    In the world of performing ensembles, large class sizes make it challenging to effectively assess every student. Instead of assessing musical skills and knowledge, many teachers grade their students on participation, attitude, and concert attendance. However, this does not document student progress nor give students feedback on their strengths and weaknesses. This session will begin with a presentation of my personal assessment practices of my own 375 choral students in grades 5-8. The second part of this session will consist of attendees sharing assessment strategies that have been successful in their own classrooms. 

Required Readings

Required Webinars

Suggested Additional Resources

Along with the required sessions, webinar, and readings, in order to complete and earn the micro-credential, participants will need to:

  1. Take an assessment—a brief multiple-choice test—to show that they have retained content covered by the in-depth training and readings.
  2. Submit a brief action plan to demonstrate that they have thought about how to put their learning into action via the plan submission.

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