Standards and Benchmarks	Observation Assessment	Reflective  Question Assessment	Reflective  Question Rubric
Pictorial Assessment	Pictorial Assessment Checklist	Hands On Assessment	Hands On Assessment Checklist	Echo  Assessment

    The Reflective Question Assessment is made up of written questions that ask students to recall information and to process or integrate this information to give answers to a situation.  Students will do the Reflective Question Sheet at their own desk in a time period of about 20 minutes.  If individuals are below grade level in reading, I would read the test orally.  Some students with IEP's may need additional time or have the alternative to take the test with the special ed. teacher.
Sample of Reflective Question Assessment:

1.  Put these sounds in order from the highest pitch to the lowest pitch.

Phone Dog growl Whistle Truck horn Bee flying

_____________________ _____________________ _____________________ _____________________ _____________________

high     low

2.  Put these sounds in order from the loudest to the softest.

Car horn Jet plane Pin falling Doorbell Whisper

______________ ______________ ______________ ______________ ______________

Loud     Soft

3.  How does sound travel from one place to another?
________________________________________________________________________
________________________________________________________________________
4. What might you use to make the following sound effects for a radio program?
a. A fire _________________
b. Wind __________________
c. Rain ___________________
d. A person running _________
e. Thunder ________________
f. Suggest a sound effect of your own ____________________

5.  For each of the following places, name two things that make sounds and tell what the sound means.
                                                                     What makes sound               What sound means
 

a. At home	______________________	____________________
b. In the city	______________________	____________________

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Score:
19-20 points  A
16-18 points   B
14-15 points   C
12-13 points   D
below 12 points  Unsatisfactory
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Pictorial Assessment of Wind Instruments:
Various wind instruments are shown.  They vary in size.
1.  How is sound produced by these instruments? ___________________________________
2. Put an L under the instrument that can play the lowest notes.
3. Why do you think it can play the lowest sound? __________________________________
________________________________________________________________________
4.  Put an H  under the instrument that can play the highest notes.
5.  Why do you think it can play the highest notes? _________________________________
_________________________________________________________________________
Pictorial Assessment of String Instruments:
Various string instruments are shown.  They vary in size.
1.  How is sound produced by these instruments? ___________________________________
2. Put an L under the instrument that can play the lowest notes.
3. Why do you think it can play the lowest sound? __________________________________
________________________________________________________________________
4.  Put an H  under the instrument that can play the highest notes.
5.  Why do you think it can play the highest notes? _________________________________
________________________________________________________________________

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            String Instruments
 

Student's  Name	1 tells how sound is produced	2 identifies lowest	3 explains lowest	4 identifies highest	5 explains highest	Score
1.
Total Pts.  __________							Cumulative Pts. from Wind & String ________

Score:
    28-30 points     A
    25-27  points     B
    22-24  points     C
    19-21    points     D
   Below 19  points  Unsatisfactory
 
 
 
 

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The Hands-on Assessment will allow individuals to manipulate scientific tools (in this case, sound equipment), and show how they can use the scientific methods of observation and discovery.  These tasks are different than the ones assigned during the unit.  There are three hands-on tasks at three different stations.  Students will go to each of the stations and complete the tasks that are written out on a Hands-On Student Assessment Sheet.  After an introduction of the three stations, students will take turns to complete each station.  Each station would take about five minutes to complete.

Station 1- Tuning Fork
At this station there would be:  One tuning fork, one wood block, and a tin can covered with a cut piece of balloon secured with a tight rubber band, some lima beans (on top of the can).

1.  Strike the tuning fork against the wood block to make a sound.
a. Explain why you continue to hear the sound for a long time.___________________________
__________________________________________________________________________
b. Other than striking the tuning fork harder, how could you make the sound louder?
__________________________________________________________________________
2. Make sure the beans are on the rubber that is covering the can.  Strike the tuning fork on the wood  block again.  Touch the rubber cover on the top of the can with the tuning fork.
a.  What did you observe?_______________________________________________________
b. Why did this happen? ________________________________________________________

Station 2- Kalimba
At this station a kalimba will be set up with one popsicle stick under the wooden dowel. (Students had experience with the kalimba at earlier assignments).  Another popsicle stick will be there for students to add.
Directions:  Loosen the nuts on the kalimba and slide a second wooden stick under the dowel so that the two sticks will produce different sounds.  Tighten the nuts.  Play the bars with your fingers.
1.  Draw what the two sticks would look like.
     a.  Put an "H" by the stick on your picture that makes the higher sound.
      b.  Explain why that stick makes the higher sound. ________________________________
_________________________________________________________________________
2.  Put a third stick in the kalimba so that all three sticks produce different sounds.  Draw what the three sticks would look like.
     a.  Put an "L" by the stick in your picture that makes the lowest sound.
     b.  Explain why that stick makes the lowest sound. ________________________________
_________________________________________________________________________

Station 3 - Rubber Band
Directions:  Get the plastic container with a rubber band around it.  Pluck the rubber band.  Listen to the sound it makes.
Change the rubber band to make a higher sound.  Describe and draw a picture to show what you did to the rubber band to make the higher sound.
My description:  ______________________________________________________________
___________________________________________________________________________
My picture:
 
 

        Tuning Fork (vibration, volume)

Student Names	1a	1b	2a	2b	Score
	gives reason sound continues	describes increased volume	describes vibrations	explains vibrations
1.
Total Score ________

            Kalimba (pitch, length)

Student Names	1a	1b	2a	2b	Score
	identifies high  sound bar	explains high sound bar	identifies low sound bar	explains low  sound bar
1.
Total Points ___________

                                                                                                             Cumulative Pts.
                                                                                                             for Tuning Fork
                                                                                                             and Kalimba         ________
Score:
22-24 points        A
20-21 points        B
18-19 points        C
16-17 points        D
Below 16 points   Unsatisfactory
 

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