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.
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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 Page 2
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.
Music Grades 9–12 SPA Administration Guide Page 3
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
Music Grades 9–12 SPA Administration Guide Page 4
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).
Music Grades 9–12 SPA Administration Guide Page 5
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
Music Grades 9–12 SPA Administration Guide Page 6
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.
Music Grades 9–12 SPA Administration Guide Page 7
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:
Music Grades 9–12 SPA Administration Guide Page 8
Articulation
Balance / Blend
Dynamics
Rhythm / Ens. Precision
Interpretation / Style
Intonation / Tuning
Note Accuracy
Phrasing Technique Tone
Quality
Music Grades 9–12 SPA Administration Guide Page 9
New Mexico Music Educators Association
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
Rhythm / Ens. Precision
Interpretation / Style
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
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:
Music Grades 9–12 SPA Administration Guide Page 10
Comments
Diction
Balance / Blend
Dynamics
Rhythm / Ens. Precision
Interpretation / Style
Intonation
Note Accuracy
Phrasing
Technique
Tone Quality
Music Grades 9–12 SPA Administration Guide Page 11
New Mexico Music Educators Association
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