Peter Lutkoski

One assessment system that has been found to be successful in a variety of forms is the portfolio. A portfolio is simply a collection of student work and a record of individual students’ progress. Within a few set parameters, portfolio assessment can be flexibly applied to a variety of music programs and ensemble situations, and can be adapted to meet the various needs of music teachers. While a portfolio is many things, the most important may be that at its core it is student initiated. It is a structured way for a student to say: “This is what I’ve done, and the progress I’ve made.” Arts education research group Arts Propel clearly defines the goal of a portfolio

A portfolio says:

• This is my work
• This is how I approached it.
• This is why I value it.
• This is how I evaluated it.
• This is how the teacher evaluated it.
• This is how I have changed.
• This is what I should work on next.

Giving students this voice in examining and evaluating their work allows them to critically interpret how their musical efforts are being fulfilled, and how to more clearly direct their future efforts. Involving students in their own assessment can build the self-discipline skills that will enable them to be lifelong learners and lovers of music, in and out of the classroom.

A portfolio typically takes the form of a collection of writings that can be handed in as a folder periodically during the grading period. A portfolio can include other materials, such as recordings of solo or ensemble performances, as deemed appropriate by the teacher or student. The writings that make up the bulk of the portfolio should allow the student to show progress and aptitude on a variety of musical levels, and should contain short and long-term projects and reflections. Portfolio writings do not need to include any take-home writing work and do not need to take that much time from the ensemble rehearsals. Well-constructed portfolio materials can allow students to give valuable insights with a minimum of writing.