DP Music Assessment Rubrics

All four DP Music assessment components with full rubric criteria and level descriptors.

Exploring Music in Context

Guidance on what each level means: What Each Level Means · Common Mistakes

Criterion A: Selection of Evidence

This criterion focuses on the diversity, breadth and balance of the chosen material that the student selects as evidence in the portfolio.

For the purpose of this task:

• diversity and breadth are achieved by a choice of contrasting materials from personal, local and global contexts in at least two areas of inquiry

• balance is achieved by equity in the treatment of the areas of inquiry studied and the treatment of contexts across the portfolio.

Well-chosen and appropriate evidence clearly supports the musical and extra-musical findings of the exploration.

Guiding questions

Does the student explore diverse musical material?

Is evidence well-chosen and appropriate to the exploration?

Marks	Level Descriptors	Possible Characteristics
0	The work does not reach a standard described by the descriptors below.
1-2	The student’s exploration does not refer to diverse musical material. The evidence in the portfolio is ineffective and/or rudimentary.	Ineffective Inaccurate Rudimentary Limited Superficial
3-4	The student’s exploration refers to diverse musical material. The evidence in the portfolio is suitable but inconsistently balanced.	Inconsistent Formulaic Sufficient Suitable Reasonable
5-6	The student’s exploration refers to diverse musical material. The evidence in the portfolio is relevant and purposefully balanced.	Accurate Proficient Purposeful Relevant Competent

Criterion B1: Conducting Musical Research

This criterion focuses on how well students extract musical and extra-musical findings, and how well they locate and explain these findings.

Guiding question

How well does the student communicate the findings?

How effective are the selected findings?

Does the student use accurate terminology?

How effectively does the student locate the musical findings?

Marks	Level Descriptors	Possible Characteristics
0	The work does not reach a standard described by the descriptors below.
1-3	The student lists musical and extra-musical findings. The selected findings are superficial. Terminology is inaccurate throughout. The student inaccurately locates musical findings in the chosen sources.	Ineffective Inaccurate Rudimentary Limited Superficial
4-6	The student describes musical and extra-musical findings. The selected findings are reasonable. Terminology is inconsistent throughout. The student inconsistently locates musical findings in the chosen sources.	Inconsistent Formulaic Sufficient Suitable Reasonable
7-9	The student explains musical and extra-musical findings. The selected findings are purposeful. Terminology is accurate throughout. The student accurately locates musical findings in the chosen sources.	Accurate Proficient Purposeful Relevant Competent

Criterion B2: Implications

This criterion focuses on how well students understand the implications of their research for creating and performing.

Guiding question

Does the student explain the implications of their research for creating and performing in the selected styles?

Marks	Level Descriptors	Possible Characteristics
0	The work does not reach a standard described by the descriptors below.
1	The student outlines the implications of their research for creating and performing in the selected styles.	Ineffective Inaccurate Rudimentary Limited Superficial
2	The student describes the implications of their research for creating and performing in the selected styles.	Inconsistent Formulaic Sufficient Suitable Reasonable
3	The student explains the implications of their research for creating and performing in the selected styles.	Accurate Proficient Purposeful Relevant Competent

Criterion C1: Understanding creating conventions

This criterion focuses on the understanding of creating conventions according and/or musical demands of the chosen style.

Guiding question

How well has the student realized the creating conventions of a musical style?

Marks	Level Descriptors	Possible Characteristics
0	The work does not reach a standard described by the descriptors below.
1	The student approximates creating conventions of a musical style explored in the portfolio.	Ineffective Inaccurate Rudimentary Limited Superficial
2	The student exhibits creating conventions of a musical style explored in the portfolio.	Inconsistent Formulaic Sufficient Suitable Reasonable
3	The student realizes creating conventions of a musical style explored in the portfolio.	Accurate Proficient Purposeful Relevant Competent

Criterion C2: Understanding performing practices

This criterion focuses on the understanding of performing practices according and/or musical demands of the chosen style.

Guiding question

How well has the student shaped performing practices of a musical style?

Marks	Level Descriptors	Possible Characteristics
0	The work does not reach a standard described by the descriptors below.
1	The student approximates the performing practices of a musical style.	Ineffective Inaccurate Rudimentary Limited Superficial
2	The student transmits the performing practices of a musical style.	Inconsistent Formulaic Sufficient Suitable Reasonable
3	The student shapes the performing practices of a musical style.	Accurate Proficient Purposeful Relevant Competent

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Experimenting with Music

Guidance on what each level means: What Each Level Means · Common Mistakes

Criterion A: Rationale and commentary for musical experiments in creating

This criterion focuses on the articulation of a persuasive and logical rationale for musical experiments in creating supported by a relevant selection of stimuli for experimentation. The commentary should clearly evidence and explain the musical decision-making processes that have guided the experimentation. For the purpose of this task, students provide:

• a rationale that justifies the choices of source material, including the choice of contexts and areas of inquiry

• a commentary that explains the experimentation process and the evolution of the experimentation stimuli.

Guiding questions

How well has the student justified their proposed experimentation and supported this with relevant source material and musical stimuli?

Is the explanation of the experimentation process and of musical decision-making convincing?

Marks	Level Descriptors	Possible Characteristics
0	The work does not reach a standard described by the descriptors below.
1-2	The student’s rationale for musical experiments in creating is ineffective. The student outlines the experimentation process with rudimentary musical decision-making.	Ineffective Inaccurate Rudimentary Limited Superficial
3-4	The student’s rationale for musical experiments in creating is suitable. The student describes the experimentation process with reasonable musical decision-making.	Inconsistent Formulaic Sufficient Suitable Reasonable
5-6	The student’s rationale for musical experiments in creating is purposeful. The student explains the experimentation process with relevant musical decision-making. The student evaluates the experimentation process.	Accurate Proficient Purposeful Relevant Competent

Criterion B: Practical musical experiments in creating

This criterion focuses on the processes of musical experimentation in creating that generate innovative musical ideas with personal intent and purpose, resulting from informed musical decision-making.

Guiding questions

How effectively has the student conducted a series of purposeful musical experiments?
Is there practical evidence of informed musical decision-making in the musical experimentation process?

Marks	Level Descriptors	Possible Characteristics
0	The work does not reach a standard described by the descriptors below.
1-2	The student reiterates source material, and the development of musical ideas is limited. Practical evidence of musical decision-making is superficial.	Ineffective Inaccurate Rudimentary Limited Superficial
3-4	The student recreates source material, and the development of musical ideas is formulaic. Practical evidence of musical decision-making is inconsistent.	Inconsistent Formulaic Sufficient Suitable Reasonable
5-6	The student adapts source materials, and the development of musical ideas is purposeful. Practical evidence of musical decision-making is proficient.	Accurate Proficient Purposeful Relevant Competent
7-8	The student transforms source material, and the development of musical ideas is imaginative. Practical evidence of musical decision-making is compelling.	Imaginative Resourceful Compelling Accomplished Excellent

Criterion C: Rationale and commentary for musical experiments in performing

This criterion focuses on the articulation of a persuasive and logical rationale for musical experiments in performing supported by a relevant selection of stimuli for experimentation. The commentary should clearly evidence and explain the musical decision-making processes that have guided the experimentation. For the purpose of this task, students provide:

• a rationale that justifies the choices of source material, including the choice of contexts and areas of inquiry

• a commentary that explains the experimentation process and the evolution of the experimentation stimuli.

Guiding questions

How well has the student justified their proposed experimentation and supported this with relevant source material and musical stimuli?

Is the explanation of the experimentation process and of musical decision-making convincing?

Marks	Level Descriptors	Possible Characteristics
0	The work does not reach a standard described by the descriptors below.
1-2	The student’s rationale for musical experiments in performing is ineffective. The student outlines the experimentation process with rudimentary musical decision-making.	Ineffective Inaccurate Rudimentary Limited Superficial
3-4	The student’s rationale for musical experiments in performing is suitable. The student describes the experimentation process with reasonable musical decision-making.	Inconsistent Formulaic Sufficient Suitable Reasonable
5-6	The student’s rationale for musical experiments in performing is purposeful. The student explains the experimentation process with relevant musical decision-making. The student evaluates the experimentation process.	Accurate Proficient Purposeful Relevant Competent

Criterion D: Practical musical experiments in performing

This criterion focuses on the processes of musical experimentation in performing that generate innovative musical ideas with personal intent and purpose, resulting from informed musical decision-making.

Guiding questions

How effectively has the student conducted a series of purposeful musical experiments?
Is there practical evidence of informed musical decision-making in the musical experimentation process?

Marks	Level Descriptors	Possible Characteristics
0	The work does not reach a standard described by the descriptors below.
1-2	The student reiterates source material, and the development of musical ideas is limited. Practical evidence of musical decision-making is superficial.	Ineffective Inaccurate Rudimentary Limited Superficial
3-4	The student recreates source material, and the development of musical ideas is formulaic. Practical evidence of musical decision-making is inconsistent.	Inconsistent Formulaic Sufficient Suitable Reasonable
5-6	The student adapts source materials, and the development of musical ideas is purposeful. Practical evidence of musical decision-making is proficient.	Accurate Proficient Purposeful Relevant Competent
7-8	The student transforms source material, and the development of musical ideas is imaginative. Practical evidence of musical decision-making is compelling.	Imaginative Resourceful Compelling Accomplished Excellent

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Presenting Music

Guidance on what each level means: What Each Level Means · Common Mistakes

Criterion A: Program Notes

Guiding questions

Does the student’s program address the four areas of inquiry?

How well are the student’s program choices justified?

Marks	Level Descriptors	Possible Characteristics
0	The work does not reach a standard described by the descriptors below.
1-2	The submitted program does not fully address the four areas of inquiry. The program notes outline the selection of works without linking the choices to the areas of inquiry.	Ineffective Inaccurate Rudimentary Limited Superficial
3-4	The submitted program fully addresses the four areas of inquiry. The program notes describe the selection of works and inconsistently link the choices to the areas of inquiry.	Inconsistent Formulaic Sufficient Suitable Reasonable
5-6	The submitted program fully addresses the four areas of inquiry. The program notes explain the selection of works and purposefully link the choices to the areas of inquiry.	Accurate Proficient Purposeful Relevant Competent

Criterion B: Musicality and technical proficiency of created works

Guiding question

How evident is musicality and technical proficiency in the created works?

Marks	Level Descriptors	Possible Characteristics
0	The work does not reach a standard described by the descriptors below.
1-3	The student approximates creating conventions in musical material. Technical proficiency is rudimentary.	Ineffective Inaccurate Rudimentary Limited Superficial
4-6	The student exhibits conventions in musical material. Technical proficiency is inconsistent.	Inconsistent Formulaic Sufficient Suitable Reasonable
7-9	The student realizes creating conventions in musical material. Technical proficiency is competent.	Accurate Proficient Purposeful Relevant Competent
10-12	The student synthesizes creating conventions in musical material. Technical proficiency is excellent.	Imaginative Resourceful Compelling Accomplished Excellent

Criterion C: Musicality and technical proficiency of performed works

Guiding question

How evident is musicality and technical proficiency in the performed works?

Marks	Level Descriptors	Possible Characteristics
0	The work does not reach a standard described by the descriptors below.
1-3	The student approximates performance practices of the chosen styles. Technical proficiency is rudimentary.	Ineffective Inaccurate Rudimentary Limited Superficial
4-6	The student transmits performance practices of the chosen styles. Technical proficiency is inconsistent.	Inconsistent Formulaic Sufficient Suitable Reasonable
7-9	The student’s performance shapes the performing practices of the chosen styles. Technical proficiency is competent.	Accurate Proficient Purposeful Relevant Competent
10-12	The student’s performance personalizes the performing practices of the chosen styles. Technical proficiency is excellent.	Imaginative Resourceful Compelling Accomplished Excellent

Criterion D: Musical communication

This criterion focuses on the student’s musical communication in different roles.

For the purposes of this criterion, musical communication includes musical intentions, expression, interpretation, notation, and audio quality.

Guiding question

How effective is musical communication in the different roles?

Marks	Level Descriptors	Possible Characteristics
0	The work does not reach a standard described by the descriptors below.
1-2	Musical communication is ineffective across different roles and does not allow a full understanding across the chosen works.	Ineffective Inaccurate Rudimentary Limited Superficial
3-4	Musical communication is suitable across different roles but may not allow a full understanding across the chosen works.	Inconsistent Formulaic Sufficient Suitable Reasonable
5-6	Musical communication is competent across different roles and allows a full understanding across the chosen works.	Accurate Proficient Purposeful Relevant Competent
7-8	Musical communication is compelling across different roles and allows a full understanding across the chosen works.	Imaginative Resourceful Compelling Accomplished Excellent

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The Contemporary Music Maker

Guidance on what each level means: What Each Level Means · Common Mistakes

Criterion A: Selection of Evidence

This criterion focuses on the nature of the evidence.

Guiding question

Is the evidence selected to document the project appropriate and well chosen?

Marks	Level Descriptors	Possible Characteristics
0	The work does not reach a standard described by the descriptors below.
1-2	The student documents the project with an ineffective and/or rudimentary selection of evidence.	Ineffective Inaccurate Rudimentary Limited Superficial
3-4	The student documents the project with a suitable but formulaic selection of evidence.	Inconsistent Formulaic Sufficient Suitable Reasonable
5-6	The student documents the project with a relevant and purposeful selection of evidence.	Accurate Proficient Purposeful Relevant Competent
7-8	The student documents the project with resourceful and compelling selection of evidence.	Imaginative Resourceful Compelling Accomplished Excellent

Criterion B: Discussion of the Process

This criterion focuses on how the student:

• discusses the challenges and successes of the project

• examines areas for development and strategies for improvement

• evaluates the musical and collaborative choices made in relation to the stated aims of the project.

Guiding question

How effective is the process in relation to the stated aims?

Marks	Level Descriptors	Possible Characteristics
0	The work does not reach a standard described by the descriptors below.
1-3	In relation to the stated aims, the student: outlines the challenges and successes identifies areas for development and strategies for improvement states the musical and collaborative choices made.	Ineffective Inaccurate Rudimentary Limited Superficial
4-6	In relation to the stated aims, the student: describes the challenges and successes distinguishes areas for development and strategies for improvement demonstrates the musical and collaborative choices made.	Inconsistent Formulaic Sufficient Suitable Reasonable
7-9	In relation to the stated aims, the student: explains the challenges and successes investigates areas for development and strategies for improvement justifies the musical and collaborative choices made.	Accurate Proficient Purposeful Relevant Competent
10-12	In relation to the stated aims, the student: discusses the challenges and successes examines areas for development and strategies for improvement evaluates the musical and collaborative choices made.	Imaginative Resourceful Compelling Accomplished Excellent

Criterion C: Technical and musical proficiency in the identified role

This criterion focuses on the demonstration of technical proficiency and musicianship relating to the student’s identified role in the final project.

Guiding questions

How effectively does the student demonstrate technical proficiency in the identified role?

How effectively does the student’s musicianship support the musical outcomes of the project?

Marks	Level Descriptors	Possible Characteristics
0	The work does not reach a standard described by the descriptors below.
1-2	Technical proficiency in the identified role is rudimentary. The student approximates the musical aims of the project with ineffective musicianship.	Ineffective Inaccurate Rudimentary Limited Superficial
3-4	Technical proficiency in the identified role is inconsistent. The student transmits the musical aims of the project with sufficient musicianship.	Inconsistent Formulaic Sufficient Suitable Reasonable
5-6	Technical proficiency in the identified role is competent. The student realizes the musical aims of the project with proficient musicianship.	Accurate Proficient Purposeful Relevant Competent
7-8	Technical proficiency in the identified role is excellent. The student personalizes the musical aims of the project with compelling musicianship.	Imaginative Resourceful Compelling Accomplished Excellent

Criterion D: Organization and presentation

This criterion focuses on how well the student organizes and presents their work in the multimedia presentation.

Guiding question

How well has the student organized and presented their work?

Marks	Level Descriptors	Possible Characteristics
0	The work does not reach a standard described by the descriptors below.
1	The submission is ineffective.	Ineffective Inaccurate Rudimentary Limited Superficial
2	The submission is inconsistent.	Inconsistent Formulaic Sufficient Suitable Reasonable
3	The submission is purposeful.	Accurate Proficient Purposeful Relevant Competent
4	The submission is resourceful and imaginative.	Imaginative Resourceful Compelling Accomplished Excellent

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Assessment Terms

Click any term for its IB definition.

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