How do examiners assess performance?
Introduction | Pieces | Scales and arpeggios | Sight-reading | Aural tests
The basis of assessment
The tables on the following pages give the basis of assessment for our graded music exams. These are minimalist ‘criteria’ statements, which give clear guidance on what the examiner is looking for in the various sections.
Every performance is unique and results are arrived at by balancing the various qualities in the playing, using the skill that comes from training and experience.
Assessment objectives
ABRSM’s performance exams aim to give students opportunities to acquire the knowledge, skills and understanding to perform music with accuracy, technical fluency and musical awareness. Candidates are assessed on their ability to perform the set works with:
Accuracy, continuity and fluency
Accuracy encompasses the technical control and co-ordination required to produce correct rhythm, including continuity of performance; convincing tempo, including consistency of the chosen speeds; clearly audible observance of performing directions; and accurate pitch, including well-centred intonation where appropriate. Slips from basically secure intonation are not as serious as an inability to centre the pitch precisely, which causes a loss of tonality.
Tonal awareness
Tonal awareness covers the way an instrument is used and includes situations where a poor instrument may be skilfully managed. It encompasses the ability: to produce focused and consistent tone where required; to control and contrast dynamics and attack as appropriate to the musical context; and to grade musical tone into phrases. Pedalling for pianists and vibrato for string players are extra tonal refinements that are welcomed at all stages but not expected until Grade 5.
Musical character and a sense of performance
Musical character arises from the imaginative application of technical skills in ways that will most vividly convey the mood of the piece to the listener. A sense of performance encompasses the degree of engagement with the music, including the level of commitment and conviction evident in the playing or singing.
Candidates will also be assessed on their abilities:
- to perform the prescribed technical exercises for the grade (e.g. scales and arpeggios) with fluency, accuracy, evenness and musical shape
- to respond to prescribed aural tests accurately, promptly and with musical perception
- to perform a short piece of unfamiliar music with accuracy, control, continuity and attention to expressive detail
Not all of the assessment objectives will necessarily be met in order for candidate to pass. A sense of musical character in performance, for example, is not required for a Pass to be awarded and is more appropriately identified with higher levels of attainment. Weakness in some of the assessment objectives may be balanced by better performance in others. The mark awarded will depend in practice on the extent to which the candidate has met the assessment objectives overall.
Assessment criteria
Introduction | Pieces | Scales and arpeggios | Sight-reading | Aural tests